ARCHIVE
Collection of items regarding E-Learning in Higher Ed
Any Questions or Comments, contact: Tom Dickinson (jtd@wsu.edu)
Washington State University
NEWER ITEMS CAN BE FOUND HERE:
DigitalRelatedLearning: summary of blog items
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The primary interests of our group
are:
·
Applications of E-Learning to
courses for enrolled, on-campus students.
This includes use of material generated both on and off campus. Hybrid, Blended, and Flipped formats are of
particular interest.
·
Developing and improving all forms
of E-Learning packages including Online Courses, Distance Learning, and MOOCs
In all cases, striving for quality
of content and learning outcomes including critical reasoning and problem
solving.
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12.23.14
Mellon
gives Mellon some money: carnegie-mellon-wins-grant-for-technology-enhanced-learning-in-the-humanities
Cornell
– serious flipping: cornell-experiments-with-the-flipped-classroom
Ball
State – Learning Space and Student Attitudes (“…two coffee bars on every floor!”): innovative-learning-spaces-affect-student-attitudes-at-ball-state
Penn
State Director of Education Technology Services interview: what-to-change-about-teaching-and-learning-in-2015
Private
Computer Coding Companies and Jobs (Code Fellows in Seattle): coding-companies-fill-a-gap-between-higher-education-and-the-workforce
(more
than half come from non-STEM students).
12/17/14
·
Active Learning Classroom - Funding Opportunity: http://campustechnology.com/articles/2014/12/16/get-a-free-active-learning-classroom-from-steelcase-education.aspx
·
A serious resource available for developing an Adaptive
Learning system- IBM’s WATSON! 30 Day free trial!
(Does anyone know how to program?): http://wintergreenresearch.com/blog/?tag=ibm-offers-watsons-cognitive-services-on-bluemix
Here’s info on the portal (BlueMix)
and how to register: https://console.ng.bluemix.net/?cm_mmc=IBmDevProg-_-Slashdot-_-Q4Techbytes-_-registration
Not serious:
TOM: “Open the pod bay doors, Watson.”
WATSON: “I’m sorry Tom. I’m afraid I can’t do that. Your credit card is overdrawn.” (After the 30 days, $$ required).
·
Schools granting non-traditional students online course
credit: http://www.educationdive.com/news/25-colleges-to-accept-nontraditional-students-online-course-credits/344387/
(We’re all going into
survival mode.)
12.12.14
NYT
opinion piece on looking at some alternatives for the undergraduate experience: college-for-grown-ups
A
hard look at active learning attempts at Ball State: interactive-learning-spaces-center-ball-state-us-faculty-development-program
Track
Changes
or Not: why-i-dont-use-track-changes-on-students-papers
12.11.14
Commercial
learning tool for psychology: cengage-learning-partners-with-cerego-on-memory-management-for-psych-students
Looking
at Harvard’s and U. Michigan’s big money higher ed efforts (…”Larger grants, up
to $200,000 from Harvard and $3-million from Michigan, are intended to scale up
the teaching experiments.” - Pretty soon
we’re talking real money) [Chronicle; locked
– can view on campus]: Big_Money impact??
Revisit
Phones etc. in class: importance-being-bored-class
IT
Related:
I
think it’s probably true that to successfully recruit students today and in the
near future you have to face up to providing the IT support for student use of their
devices (do-dads). Companies galore will
help you do this in return for big checks.
Vmware is one of them; below is a
link to a white paper vmware has written addressing this issue (some commercial
motives) – they call it creating ‘virtual desktops’ which means you can use your
device (Google Glass??) to connect to your desktop in the sky with links to your
coursework.
I
guess I have a virtual desktop – it’s covered with books and papers so I can’t see
it. VMware-Desktop-Virtualization
Looking
for campus IT people -- mentions ‘negative unemployment’ (is that like a blackhole??): hiring-outlook-in-higher-education-it
12/9/14
·
Opinions on some of the trends in higher ed: essay-way-higher-education-reformers-misunderstand-role-professors
One
“trigger” was the following (them’s fightin’ words!): “…In a recent speech, the new president of Carnegie Mellon University, Subra
Suresh, intimated his administrative philosophy, remarking that, “the French politician
Georges Clemenceau once said that, ‘War is too important to be left to the generals.’
Some would argue learning is too important to be left to professors and teachers.”
….“
This comment was made at the inaugural meeting
of the Global Learning Council.
·
I think this is an important book (reviewed here) addressing
Best Practices of online instruction:
Educating-Minds-Online
·
Role of team work and collaboration in higher education
(includes a short video with Steve Jobs):
innovation-ed-collaboration
·
Call for granting more degrees (there’s horses and carts
in here somewhere): white-house-pokes-colleges-ed-tech-companies-to-help-more-students-graduate
12/5/14
UC
Berkeley – digital humanities grant from Carnegie Mellon: http://campustechnology.com/articles/2014/12/04/uc-berkeley-wins-2-million-grant-for-digital-humanities-research.aspx
Good
Cop / Bad Cop at White House Higher Ed Summit:
second-higher-ed-summit-obama-administration-mixes-praise-and-accountability
Mostly
Commercial edtech packages: 13-higher-ed-tech-tools-and-approaches-to-watch-in-2015
For
some of us a goldmine – Einstein’s papers now available on the web!: http://einsteinpapers.press.princeton.edu/
12/4/14
·
John Schneider sent this in – Helpful NYT article about
uses of Big Data in higher ed: blowing-off-class-we-know-it?
·
Flex Ed (e.g., modules instead of full courses: top-universities-considering-flexible-course-delivery-options
·
Campus Technology December Issue: VIEW ISSUE HERE
[Includes Columbia
U. – flipping large classes]
·
UTeach Program inducts new members (for improving STEM
teacher preparation) stem-teacher-prep-program-expands-to-44-universities
Info on UTeach: is-uteach-for-you
·
Western Governors University introduces Online MAT-English: western-governors-u-launches-online-masters-program-for-english-teacher
11/29/14
Unique:
Thesis
on YouTube (we can argue about scholastic content but this is a real winner): I-got-my-phd-making-youtube-videos
Access
to videos: http://davezak.com/questioneducation/video/
11/26/14
Columbia
College Chicago’s impressive new website:
http://www.colum.edu/
Cornell,
Northeastern, GW, U Texas, U Wisconsin, Yale continue launching MOOCs: how-6-higher-ed-institutions-are-continuing-to-approach-moocs
Fly
JetBlue and learn something: jetblue-flights-to-feature-coursera-videos
Aggressive
Competency Based Degree: competency-based-bachelors-brandman-could-be-glimpse-future?
(>200
US institutions have launched Competency Based Degree programs – most aimed at working
adults)
11/25/14
Crafty
Libraries; digital humanities: libraries-as-problem-shapers-some-thoughts-sparked-by-brian-croxall
edX
to offer Online Teacher Professional Development Courses with free certificates: edx-to-offer-free-pd-course-certificates-as-part-of-connected-initiative
Synopsis of
the National Survey of Student Engagement (NSSE) ”Bringing the Institution into Focus—Annual
Results 2014” : college-faculty-spend-most-of-their-time-teaching/
Full
Report (somebody should read it – pass it on to somebody who should read it): http://nsse.iub.edu/NSSE_2014_Results/AR14-k77.pdf
11/20/14
Canvas
(the LMS folks) Network offers ‘Life Learning’ MOOClets (my word); very intriguing: https://www.canvas.net/
Survey on HOW CHIEF INFORMATION OFFICERS AND
FACULTY VIEW TECHNOLOGY AND THE FUTURE OF HIGHER EDUCATION
It’s sponsored by Dell but it looks reasonable;
Suggest reading the section on Technology on Campus: Teaching and Learning (Boy, do MOOCs get slammed!) I put it up on my website to save wear and tear
on your mouse: Tech_Disruption_Survey_final_web_Dellf
California
battles over higher ed funding (so Cal beats Wash by a few months, ….big deal!) uc-administrators-and-california-governor-clash-over-tuition-hikes
11/19/14
Summary
of UCLA’s survey of Undergraduate Teaching Faculty (student-centered learning up): http://heri.ucla.edu/pr-display.php?prQry=151
Another
Summary: teaching-and-learning/new-faculty-survey-finds-learner-centered-teaching-less-lecturing
Full
report: http://heri.ucla.edu/pr-display.php?prQry=151
Education Researchers (NUMBERS galore): The
Teaching Practices Inventory: A New Tool for Characterizing College and University
Teaching in Mathematics and Science Authors:
Carl Wieman (Nobel Prize winner in physics; currently at Stanford) and Sarah Gilbert
(at Vancouver).
Inventory tries to measure degree that instructors
are using research based teaching practices: Wieman-Gilbert_TeachingPracticesInventory
OK,
this not all new but it might be of use to WSU’s future educational IT interests:
It’s
a ‘gray paper’ (somewhat commercial: a company called vmware) about where faculty/IT
issues are going; emphasizes the Cloud and dealing with all those devices students
want to use. University IT units all over
the country are pulling out Hair(s)?? over both these areas. If you can ignore the hype – it’s a good summary
of current trends; I have put it up on my site for your convenience:
http://public.wsu.edu/~jtd/DigitalRelatedLearning/CampusTechnology_VMware_CustomWhitePaper_V7-1.pdf
[Obviously,
for large monthly fees, vmware will do it all.]
11/18/14
In
case you missed it gates-foundation-gives-ut-arlington-16m-for-higher-ed-digital-learning
Gates
to Texas -- $$$$ to coordinate competency based learning,
learning analytics, global higher education growth, scaled learning and massive
open online courses, personalization and adaptation (…read: adaptive learning….),
and digital credentialing and accreditation.
Other
players: Carnegie Mellon University, Stanford
University, Columbia University Teachers College, the Smithsonian Institution, the
University of Michigan at Ann Arbor, the University of Arkansas System, the University
System of Georgia, California Community Colleges Online Education Initiative, and
SRI International.
11/17/14
We
mentioned earlier the annual Inside Higher Ed Gallup survey on Faculty Attitudes
(e.g., on online ed); they are having a Webinar tomorrow to discuss results: Higher
Ed faculty attitudes
A
look at OSU’s ‘second degree’ Program (mostly online)
Teaching
Critical Reading: teaching-and-learning/read-like-expert-students-probably-dont
11/4/14
Seven
higher ed institutions with Competency Based Programs: 7-competency-based-higher-ed-programs-to-keep-an-eye-on
Seven
(we’re on a run!) digital resources for art education (primarily high
school-which means Tom’s level; I’m working on Dada as we speak): these-7-digital-resources-help-integrate-arts-education-into-other-subjects
TEx
U Texas system combines Competency Based Learning and Mobile Delivery u-of-texas-system-spearheads-mobile-first-competency-based-courses
Comment: I think we are into Combinations (remember? n
things taken k at a time). Let’s say
there are 20 learning concepts/systems to choose from (e.g., flipped, online,
MOOCs, Learning in Sleep….) and we take them two at a time. There are 190 possibilities – Propose to
study all of them and DE will give you big bucks!
Hired
Guns (consultants) ‘targeting’ higher-ed woes (this Chronical article is
locked; probably have to be on campus to view): Tough-Times-for-Colleges-Mean
11/3/14
Learning
Analytics; [jtd: Not why;
how many? (chickens crossing the
road)]: the-quest-for-data-that-really-impacts-student-success
Using
Guest Lecturers in your classes articles/teaching-and-learning/blessings-benefits-using-guest-lecturers
Gainful
Employment Rules-primarily vocational ed programs: obama-administration-has-helped-weaken-and-change-profit-industry
(Some
people really ticked): final-gainful-employment-rule-formally-released-met-with-hostility
Ode
to low tech – written comments on essays:
in-praise-of-paper-space
10/31/14
More
on MOOCs: NYT
a-history-of-moocs-open-online-courses
Related
(sent earlier): NYT
demystifying-the-mooc
10/30/14
NYT
-- MOOCs Ups and Downs: demystifying-the-mooc
Report
addressing competency based learning (biased but interesting): recommendations-for-closing-higher-eds-workplace-skills-gap/
Online
History Course with help from the History Channel: for-new-course-u-of-oklahoma-seeks-boost-from-old-media
Flipped
Learning Resources: flipped-classrooms-annotated-list-resources
10/27/14
Not e-Learning but important issues -
reports on state funding of higher education from Center for American
Progress- impact on poorer students:
2. earlier report: http://www.americanprogress.org/issues/higher-education/report/2014/01/28/83049/public-college-quality-compact-for-students-and-taxpayers/
Both have links to
full reports
NYT summary: http://takingnote.blogs.nytimes.com/2014/10/27/shut-out-of-higher-education/?_php=true&_type=blogs&_r=0
10/25/14
Wake
Forest dropping traditional MBA program ( all e-Learning
versions): wake-forest-drop-traditional-mba-program
Educate
Online (commercial) system for managing Competency Based Learning
curricula: educate-online-launches-competency-based-ed-management-program
Ana
Maria sent this in:
Report
from a U. North Florida Symposium on Academic Technology Innovation: report-from-the-unf-academic-technology-innovation-symposium
Competency
Based learning -- Follow up on this blog
item (sent out earlier competency-based-education-just-drinking-game
): what-faculty-should-know-about-competency-based-education
10/20/14
Still
a really big wave (Stanford President discusses his views on higher ed tech,
ratings, affirmative consent): stanfords-hennessy-on-technology-college-ratings-sex-assault-prevention
Conference
on LA at St. Johns College: conference-speakers-say-liberal-arts-must-return-purer-form-survive
$$
and value of a humanities degree (posted earlier); here, criticism of
report: measuring-humanities-degrees-misses-much-of-their-value
10/18/14
NYT
- about reexamination of MOOCs (primarily in Texas): universities-rethinking-their-use-of-massive-online-courses
(includes
some evolution strategies)
10/17/14
1.
Some comments on the competency learning trends (which
we cannot be ignore): competency-based-education
Quote: “….Many colleges
may ramp up their experiments with competency-based programs — and sources
said more than 350 institutions currently offer or are seeking to create such
degree tracks.”
2. A
look at higher ed degree formats; suggests blending formats: higher-ed-beta/new-models-higher-education
Quote regarding a hybrid curriculum: ..”Students
within these programs will receive two transcripts: A traditional transcript,
including grades, and a competency-based transcript that clearly identifies the
skills and knowledge students have mastered and the ways that these are linked
to clearly defined proficiencies.”
3.
‘It’s not all about money’… well, actually…; Earnings analysis: positive-reports-humanities-earnings-art-school-job-prospects
4.
Defending use of Wikipedia: Wikipedia-a-Professors-Best-Friend
0.
(Ignore if you’re sober) A cadaver in every classroom!: study-cadavers-better-teaching-tool-computers
10/15/14
·
These are not MOOCs (oh yes they are!) Coursera –
Specializations. Note – this is a very
clever move – good schools involved; clearly targeting Competency/Skills
audience: news/coursera-launches-18-new-specializations
Coursera’s take: introducing-18-new-specializations-in-high-demand
·
Ed Tech growth;
a look at possible growth in Massachusetts: will-education-technology-next-growth-sector-for-massachusetts
·
Many, me included, use Google Scholar to dive into the
literature. Here is a look at how ‘deep
is the dive’: article-studies-size-google-scholar
10/14/14
UC
Santa Cruz: new degree in Computational
Media (“….computational media is an
interdisciplinary field, not one that simply applies computer science to arts
and humanities projects” ….. “It’s about reconnecting computation to culture
and creativity in a way that makes us ask the questions we don’t ask about the
role of computers in our lives.”) a-new-department-marks-the-rise-of-a-discipline-computational-media
What’s
happening in Competency Based Learning (including attempts to define it,
approaches): competency-resources
Throughout
Nation: The Push for Tuition
Dollars: Goals-for-Enrollment
10/11/14
Commercial
efforts in education technology are expanding rapidly (yea and boo): here are
somewhat buzzy blurbs on 11 of them from Educause 2014.
I
hate to say this but my guess is there will be a growing dependence on some of
these or similar systems (in addition to LMSs): 11-ed-tech-developments-from-educause
What
looks like a successful collaboration between Smart Sparrow and a faculty
member at ASU: Smart
Sparrow - ASU collaborative online course
Students
never leave his course: residual-learning-environments-students-never-leave-my-course
10/9/14
Might want to put
a ‘watch’ on this one: online-platform-edcast-set-to-initiate-muliversity-concept/
Controversial –The
Degree Qualifications Profile (Lumina Foundation’s attempt to “to better and
more clearly define what college degree holders should know and be able to
do”): effort-define-degree-level-skills-and-knowledge-going
slow
Private Sector
perspective on Tech trends (not just education): Gartner-Trends-Tech-Realigning-Human-and-Digital-Life
Mobile
Learning (do you have to know how to use your cellphone?) – infographics from http://blogs.atomiclearning.com/highed/
(Cites
a recent Campus Computing Project survey – described in first part of this
article (sent earlier): survey-shows-training-and-support-remain-top-issues-among-it-officials
10/6/14
1.
Kaplan U initiates Competency Based ‘Open College’ for
Adult Students: Kaplan
U Open College
2.
‘Engaged Cornell’ expands Cornell’s off campus
offerings (NYT): cornell-plans-to-expand-off-campus-engagement
3.
Essay on MOOCs by Jeffrey Selingo author of new book: MOOC U: Who Is
Getting the Most Out of Online Education and Why:
4.
MOOC-U-The-Revolution-Isnt-Dead
10/4/14
Clayton
Christensen’s talk at EduCause –higher-ed disruption (earthquake?): educause-2014-online-learning-could-fundamentally-change-role-universities
Tennessee’s
Remedial Math Program uses blended – adaptive formats: Solving-the-Math-Readiness-Problem
Department
of Education Awards: education-department-awards-75-million-innovation-grants-colleges
Speaking
of DOEd, confusion about their policies on Direct Assessment (“You know how to
throw knives? Here’s 3 credit hours in
Physics!”)
(Driven
by this concept: “At the heart of direct
assessment is assessment,” he said in an email. “If someone comes in with life
experience and can already meet a competency, why should they be required to
sit through a course? And why should they be denied aid until they have taken
the assessment?” -- David Bergeron) federal-regulators-debate-how-handle-direct-assessment-programs
ETC:
M.I.T.
MOOC ‘where everybody learned’: the-mooc-where-everybody-learned/
Consortium
to share strategies for improving Graduation rates, particularly minorities
(partly using Big Data)”: university-innovation-alliance-kicks-big-completion-goals
Also
from Educause: Private sector
developments (e.g., automated test proctoring; open ed materials curation): game-changing-ideas
Phablets
Increasing – Stylish Big Pockets to hold Phablets coming soon: phablet-sales-to-top-mobile-laptops-this-year-tablets-in-2015
9/25/14
No
excuse - things piled up; Sorry for the
no. of items; pick and choose.
o Comparing a MOOC
with a MIT on campus course – a little complicated but ~equivalent: h/Researchers-MOOCs-as-Effective-for-Learning-as-Traditional-Courses
o Another University
looking carefully into the future (Georgia follows Georgetown, MIT); using a
MOOC for discussion: university-system-of-georgia-
o More than
WSU?? Phoenix is higher eds most googled: phoenix-most-googled
o “Don’t Ban
Laptops” (me: if we’re not computing in class, no
laptops!) dont-ban-laptops-in-the-classroom
o Online Gators
(sort of) – recruiting issues: u-florida-online-considers-how-sell-studying-online-high-school-graduates
9/11/14
1. edX
offers high school MOOCs (Significant
because: a. courses can serve as improved
college prep; b. courses can provide remedial material; c. high school students may find this and
other forms of e-Learning more desirable than traditional lectures and ‘demand’
it in college):
Boston
Globe version Ed
Dive version
2. Tom Friedman on
Gallup-Purdue Poll (it explored “linkages
between education and long-term success in the workplace”); Friedman has been
criticized by some academics for his earlier op-eds on education (e.g., early
praise of MOOCs). Nevertheless, raises
important points:
opinion/thomas-friedman-it-takes-a-mentor
3. The Phablets are
Coming! (what about Watchlets?): phablet-sales-to-top-mobile-laptops-this-year-tablets-in-2015
9/9/14
Dick Pratt sent
this in - a webinar on Ways to
Implement Learning Science in Online Course Design
We are both a
little wary; co-sponsored by the Chronicle and a corporation (Colloquy) free webinar
It might be quite
valuable but we still recommend that you not buy any encyclopedias.
9/3/14
1.
When Arum and Roksa speak, we should listen – new book 'Aspiring
Adults Adrift: Tentative Transitions of College
Graduates’ -- talks in part about undergraduate
education and life preparation – role of critical thinking; in depth study of
the good and the bad of various academic programs.
They argue strongly for
demanding ‘rigor’ as opposed to ‘Hey dude, where’s the party?’ can
our graduates reason?
Suggest
viewing the video interview.
More: Adrift-After-College-How
Comments by Arum and
Roksa: Let's
Ask More of Our Students—and of Ourselves
2.
In an earlier post there was a description of MIT’s
efforts “…. to
reinvent itself. An institution-wide task force of faculty, students and staff
recently released a 213-page report with 16 recommendations for how MIT can
continue to transform education for future generations of learners." (Report)
Here
are some comments on the advantage of having ‘crazy ideas’ at MIT: innovation-requires-a-little-crazy
(Excuse
me, but we are talking about a place where ‘crazy ideas’ = Nobel Prizes!).
3.
There they go again!
U. Michigan creates an Office of Digital Education and Innovation: u-michigan-adds-office-of-digital-ed-and-innovation-to-improve-tech-use
4.
An update on a discussion about computer grading of
essays (lots of links): why-well-formed-nonsense-doesnt-matter
8/28/14
1.
Modified thrust in the support of online learning in
Cal: online-learning-push-continues-california-approach-faculty-groups-appreciate
2.
Google-Classroom (their free LMS): google-classroom-first-impressions
(might be better to wait for Blackboard
Learn)
8/27/14
Prof
says to class - ‘No Email’: no
email
A
procedure to reduce cellphone action during class: extra
credit given
Guide to Open Educational Resources (OER): complete-guide-to-open-educational-resources
This quote defines OER:
"OER are teaching, learning and research
resources that reside in the public domain or have been released under an
intellectual property license that permits their free use and repurposing by
others. Open educational resources include full courses, course materials,
modules, textbooks, streaming videos, tests, software and any other tools,
materials or techniques used to support access to knowledge."
8/26/14
Gaming:
Second
article of three: How-Students-Learn-From-Games
First
article: Being-Nehru-for-2-Days
Survey
on use of eBooks: some
like them, some don't
Monitoring
Students’ Brainwaves (what if there aren’t any?), etc.: brainwaves,
measuring attention
Speaking
of wiring up students: I’ve always found
high voltage to work wonders.
Actually,
a lot of work is being done using small currents in the brain. One article:
WSJ
article on brain stimulation
8/28/14
3.
Modified thrust in the support of online learning in
Cal: online-learning-push-continues-california-approach-faculty-groups-appreciate
4.
Google-Classroom (their free LMS): google-classroom-first-impressions
(might be better to wait for Blackboard
Learn)
After posting this item about cellphones in class no
email Steve Hines sent in a description of the use
of text messaging in DVM courses.
Thanks, Steve.
Just FYI, Tom, we have a shared email policy for all courses in
the fall, 2nd year of the DVM curriculum. It’s worked great for about 6 years now! One of the best parts has been that students
are required to first try to answer their own questions. This puts the onus on them and usually shows
us where their misconceptions lie. After
5-6 years, more course directors in the CVM have asked to have the document and
are incorporating the policy in their courses.
Also, I am experimenting with an app called CELLY to
communicate with students – mostly one way to send out announcements,
reminders, etc. This is in response to
the fact that students are increasingly less tuned into email and instead use
text messaging on their phones. Thus far
the text messages going out are short and often point them to an important
email or posted assignment. https://cel.ly/
FROM OUR SYLLABI: shared text
GUIDELINES
ON GETTING YOUR QUESTIONS ANSWERED:
[1] We invite and welcome your questions –
especially during class when everyone will have the chance to benefit.
Among our goals, we hope to create a
learning environment where every student is comfortable speaking up. We’ll let you know if we think questions are
becoming disruptive, but that is seldom a problem. Instead, please remember that others probably
have the same question or would have if they’d thought of it. Your classmates may just not be as creative and
insightful as you!
[2] We recognize, however, that new questions
often arise after class or when you are studying.
“Best practice” is to come see us when you
have questions,
and we invite you to stop by our offices anytime. Because we may be busy or just away from our
office at the time, it’s usually wise, however, to first make an appointment by
e-mail. This should ensure we’ll have a
time when you’ll know we can meet.
[3] E-mail questions:
All that said, it is often expedient and
efficient to pose questions by e-mail, especially when you have just a few
questions that require short answers.
Likewise, we recognize that some students (perhaps to their detriment)
are more comfortable with this medium.
We welcome your e-mails, but want to set some basic guidelines and
clarify expectations on both sides.
a)
The kinds of questions that work best by e-mail are
those that require just a short answer.
Otherwise, it’s a bit like a writing assignment for us! Similarly, e-mail is NOT the place to pose a
long list of questions (e.g. more than 2-3).
b)
Please remember
that one of our first expectations is that our students will already have made
a reasonable, good faith effort to find or figure out the answer on his/her
own.
ü
When you submit a question by e-mail,
we ask that you also make an attempt to answer the question yourself. Just include in your email what YOU think is
the answer. The goals here are to make
the learning process more active, allow us to formulate an answer that
addresses your specific misunderstanding, and help us understand where our
students are in terms of comprehending the information and basic concepts. This last goal also allows us to identify
topics and skills that we should do a better job of addressing for the entire
class and/or the next time around.
c)
If you have a list of questions or questions that
require more lengthy or complicated answers, you should make an appointment to
meet with one of us. Again, we are HAPPY
to meet with you and welcome the opportunity!
Face-to-face meetings also provide for a healthier interchange and let
us come to know you better.
d)
We reserve the right to share ALL questions and
answers with the rest of the class, especially when the questions are
particularly interesting and/or likely to be beneficial to your
classmates. We will, however, remove
your name from any e-mail that is sent or forwarded to the class.
e)
Please remember that we’re working hard and trying to
find some “life balance” of our own.
We’ll try our very best to answer your question in less than 2 days –
either by an e-mail response or in class. E-mails that arrive after the end of the
working day will most commonly be answered no sooner than the next day. One way you might try to get a “night time”
question answered quickly is to first pose it to your classmates.
f)
In general, e-mail questions will not be answered on
the day before an exam. Some instructors
may have more strict rules regarding questions and exams and will make that
policy known to you. Please recognize
that at some point it’s just too late to be posing questions and expecting answers.
g)
Be forewarned: The answer to some questions may be that
you should look it up or give the issue more thought first. We’re not trying to be mean or
unhelpful. It’s just that this active
inquiry process is usually the best way for you to learn and actually remember
things, versus just being told (which is passive learning). Very simply; we want you to learn.
We
hope these guidelines are clear and helpful.
We welcome your comments and suggestions as we continue to wrestle with
the complicated issue of how best to facilitate your learning while encouraging
you to assume appropriate responsibility and balancing the many aspects of our
own lives (both professional and personal).
Thanks for your understanding and help.
Respectfully, Instructors in the Fall Semester of Year
#2: WSU CVM
8/27/14
Prof
says to class - ‘No Email’: no
email
A
procedure to reduce cellphone action during class: extra
credit given
Guide to Open Educational Resources (OER): complete-guide-to-open-educational-resources
This quote defines OER:
"OER are teaching, learning and research
resources that reside in the public domain or have been released under an
intellectual property license that permits their free use and repurposing by
others. Open educational resources include full courses, course materials,
modules, textbooks, streaming videos, tests, software and any other tools,
materials or techniques used to support access to knowledge."
8/26/14
Gaming:
Second
article of three: How-Students-Learn-From-Games
First
article: Being-Nehru-for-2-Days
Survey
on use of eBooks: some
like them, some don't
Monitoring
Students’ Brainwaves (what if there aren’t any?), etc.: brainwaves,
measuring attention
Speaking
of wiring up students: I’ve always found
high voltage to work wonders.
Actually,
a lot of work is being done using small currents in the brain. One article:
WSJ
article on brain stimulation
8/25/14
Gamification
in higher ed: gamification-higher-education
Big
Data – demand for data scientists: why-data-science-jobs-are-high-demand
Related: Meeting demand for Programmers – “who needs
college?” (prejudiced answer: ‘most of
us’): programming-schools-an-alternative-to-expensive-higher-ed
Washington
State School Directors’ Association look at Technology in the Classroom (K-12)
– one general concern – the learning tech expectations of incoming
students: wssda
take on technology in classroom
8/22/14
STEM
people (particularly bio) hand-on -
flipping part of a lab: $10
microscope - do it yourself
NYT Letters in response to
“Don’t Dismiss the Humanities,” by Nicholas Kristofer (column, Aug.
14)
Letters: Letters
- Humanities
Effectiveness
of non-credit remedial math: study-challenges-effectiveness-of-non-credit-remedial-college-courses
California
Pilot program to let 2 year colleges offer a 4 year degree: 2-year-colleges-to-offer-4-year-degrees
8/18/14
We’ve
heard of Minerva – it is best described as an alternative learning format
leading to an undergraduate degree.
A
well written description and discussion of Minerva and what is happening in
higher ed in general is given in this Atlantic article entitled “The Future of
College?” the-future-of-college
Pressure
to deliver via devices and social media (Chronical – free access on
campus): Colleges-Race-to-Keep-Up
The data
scientists are coming! The data
scientists are coming!: here-come-data-scientists
8/14/14
1.
Tech and the Humanities: how-technology-can-help-save-liberal-arts-essay
Includes
a J. F. Kennedy quote:
“[Economic
value] does not allow for the health of our children...or the joy of their
play. It does not include the beauty of our poetry or the strength of our marriages;
the intelligence of our public debate or the integrity of our public officials.
It measures neither our wit nor our courage; neither our wisdom nor our
learning; neither our compassion nor our devotion to our country; it measures
everything, in short, except that which makes life worthwhile.”
2.
Good or bad – time online for Canadian students: survey-one-third-of-educational-time-spent-online
3.
LinkedIn starts up a “Field of Study Explorer”; other
similar systems described. They examine
where various majors end up employed – with an expanding data base, could be
very useful for students, including the humanities: linkedin-other-data-aggregators-heighten-presence-college-prep-marketplace
8/13/14
1.
Google launches
free LMS (called Classroom): google-launches-full-classroom-lms/
(I
use Gmail for personal email – somehow that got me into all of the Google
Educational tools (e.g., Drive, Docs, Blogger, Groups, etc.)
Another
description of Classroom: The
Journal -- Google Classroom
2.
U. Michigan
Learning-DATA efforts -- not encouraging – but discusses motivation (well, lack
thereof) for research oriented faculty to experiment in the classroom. can
lectures be improved with Big Data?
Quote from article: “ …He
(a UM professor) is not shy about admitting where teaching falls on the list of
priorities for most of his peers: a distant third, after publishing articles
and landing research grants. “Instructors want to do the right thing,” he says.
“They’re just busy guys, and they don’t sense that the bean-counting is heavily
weighted toward the teaching.”
3.
U Cal online programs – priorities: changing-economy-changes-online-education-priorities-u-california
4. NYT
book review of “Excellent Sheep” regarding output of our
colleges/universities: the miseducation of our American elite
8/12/14
MIT
explores use of Modules: MIT
Module Learning
Designing
Active Learning Spaces: Tech Basics for Active, Collaborative Learning
Factors
students employ to choose an online degree program: report
on choosing online degree programs
Wiki
-- The Digital Humanities are an area of research, teaching, and creation
concerned with the intersection of computing and the disciplines of the
humanities: Digital
Humanities
8/5/14
I’m
a luddite when it comes to social media but here is an argument for use of
Facebook in classes:
Realizing the recent release of our strategic plan has occurred,
it still might be of interest to look at a MIT’s recent document (“The future
of MIT education,”).
It addresses many of the challenges facing all institutions
including rising costs to students, adjusting to the changing student
demography, and (NOTE) the changing teaching formats (e.g., online; blended --
they are stressing this in a big way).
We’re not MIT but maybe there is still something to learn from
this report.
Experimentation, which is what I have been pushing, is at the
heart of their plans.
Urls:
Actual report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf
Not e-Learning but pathetic:
a quarter pounder vs. a third pounder.
8/1/14
If
anyone is going to straighten out MOOCs it’s edX’s CEO, Anant Agarwal. Here is a summary of his talk (some of his
statements from earlier presentations were posted earlier). He presents what edX is learning from studies
of their MOOCs and changes they are making.
It
emphasizes a departure from all-online primarily video lectures to the addition
of a wide range of add-ons + use of MOOCs in blended courses. edX
CEO _ Learning from studies on MOOCs
Liberal
Arts folks -- employment oriented course:
employment
- liberal arts
7/31/14
NYU
Stern School of Business goes with experimental learning during
orientation: NYU
Orientation
Examining
e-Learning at liberal arts colleges: blended
learning at Bryn Mawr
Liberal
Arts colleges in south – report on their blended learning experiments: http://www.insidehighered.com/news/2014/07/31/associated-colleges-souths-blended-learning-program-leaves-experimental-phase
7/25/14
Competency vs.
Mastery: competency vs. Mastery
Comments:
The
above addresses the most prevailing definition of competency based learning
(CBL). I have comments below along the
lines of the above. I do want to mention
that another use of the term has to do with working through a semester of
material, doing homework and taking tests to get a grade VS. a student uses any
means at their disposal to obtain the same knowledge and abilities, proves
‘competency’ (they know as much as the other person) and gets a grade.
Realizing
some institutions are using both meanings CBL to define their approach, let’s
go back to the discussion in the URL above.
Roughly: Mastery = what we have usually concentrated
on: memorization, understanding, problem
solving (or it’s equivalent) based on students acquiring the theory, terms,
concepts and examples from books and lectures (online and/or in a class). Normally, this is what we have tested on
exams and quizzes.
Competency
is in my opinion a little sketchy AND is very dependent on discipline. In general it means: students have acquired
skills that boomerang from Mastery and allow them to attack and solve tasks that
relate to some real, perhaps future confronted challenges. Often these are connected to job/employment
situations.
For
applied fields, to define these challenges is relatively easy: engineering, architecture, healthcare,
agriculture, education to name a few.
For
less applied fields one has to struggle a little and examine carefully where
graduates go or want to go.
I
can only speak for physics. As in many
disciplines, in physics the division between PhD students and BS-MA students
substantially changes the ‘competency needs’.
I won’t bore you with the details but only comment that most physics
majors end up working outside of physics.
Some examples are: medicine, K-12
and junior college education, a number of industries, including the financial
sector.
Is
our department concerned with these issues?
My colleagues may disagree with me but in my opinion: not much.
Should
we and other departments be concerned?
At a minimum, we all should be very aware of the fact that nationally
this is a big deal (consider what our President is putting into place). NSF has already shown a move in this
direction.
7/24/14
Bier hier!
Bier hier!: Science
Cafe
Another
Online MA Degree program - Northwestern
+ 2U partnership: Northwestern U - MA in Family Counseling (goes quite far
beyond online lectures) Northwestern
online MA in Family Counseling
FYI: Proposed legislation pushes competency based
education; other issues: proposed
legislation-house/senate
7/22/14
7/21/14
Important: Report on use of MOOCs in a blended fashion
for on campus students Blended
MOOCs
Steve
sent this in:
UCLA's
annual poll of college freshmen (across the nation) includes some questions
about on-line learning, e.g.,
• Have you used an online
instructional website (e.g.,Khan Academy, Coursera) as assigned for a class?
• Have you used an online
instructional website (e.g., Khan Academy, Coursera) to learn something on your
own?
"Nearly
70 percent had used online sites on their own."
"Students
who chose to independently use online instructional websites are also more
likely to exhibit behaviors and traits associated with academic success and
lifelong learning."
http://cis471.blogspot.com/2014/07/kids-are-not-waiting-for-schools-to-go.html
The
full report is available at: http://www.heri.ucla.edu/tfsPublications.php
Might be of interest - NYT article: women
students in tech
(UW
cited again – Boo Hiss!)
7/18/14
1.
Some College and University Presidents speak (we’ve
covered some of this ) about hybrids vs. MOOCs and some other issues: "Wisdom” The opinions come from:
"The
Innovative University: What College Presidents Think About Change in American
Higher Education"
2.
If you are interested in new approaches to design of
university buildings: How-Do-You-Plan-the-Campus
3.
LMSs: what's
happenin' with LMSs?
7/17/14
1. edX (MIT-Harvard online system)-Saudi Arabia
MOOC portal could empower women: edx-saudi-platform
2. I hesitated sending this out – it’s a press
release for a commercial system (I AM NOT ENDORSING IT) that purports effective
adaptive learning: write
up on Adapt Courseware
What I have seen at their website (http://adaptcourseware.com/) is kind of wimpy and gaudy.
BUT adaptive learning platforms are going to keep coming and I
hope improve.
My earlier posts on adaptive learning have emphasized how hard
it is (for a single faculty member –just ask me!) to develop. Knewton, Pearson, McGraw-Hill, and several
other companies are pursuing it big time.
3. FYI:
Write up on I-BEST program initiated in the state of Washington – in a
sense, facing reality (
7/16/14
Humanities: reading online vs. hardcopy (I think this
applies to most disciplines): e-Reading
a threat?
This
is not going away - Competency Based Degrees (you have to be on campus to
read): Lots
of job offers if you learn Shakespeare
New
Survey on Online Students: 5-key-takeaways-on-todays-online-student
Fighting
for Net Neutrality: college-and-library-groups-petition-fcc-on-net-neutrality
7/10/14
Several
Open Educational Resources: Open
Ed Resources
Plus
and minuses of using MOOCs as part of large section courses – I think many of
us have thought about the possibility of doing this. If any of you have tried this, please send me
some comments to forward to the group:
using
MOOCs as a resource
For the hard core (sort of a
business outlook):
Bundling/Rebundling
-- addresses big changes (including digitally related learning) in higher
education by repackaging;
FYI: I think rebundling in education might be
separating out all the student centered activities and institutional ambitions
offered at the university, prioritizing them and packaging some of them
together in innovative ways (would anyone miss the football team?): bundling/rebundling
These
are two of the (2012) urls he provides: the-great-unbundling
; more
bunding/rebundling
7/9/14
Predictions
– What will higher ed look like in 2023?
(predictions are difficult – you may recall that we were all supposed to
have flying cars by now; my car barely moves horizontally!; however, it’s worth considering; it helps
weigh decisions regarding possible institutional changes): predictions
2023?
Multitasking
in class ‘hurts’ ($439K to find out??) Duh
To
ban or not to ban laptops: laptops
A
look at employment of graduating undergrads:
employment
rates depend on field
7/7/14
Language People – here is a Times Magazine write-up on Duolingo
– I’ve been using it now and then to brush up on my German: http://time.com/2902109/duolingo-online-education-moocs/
It uses a simple form of adaptive learning (keeps track of types
of mistakes you are making and sends you back two steps to learn missing info);
gaming is involved.
20 (yes, 20!) new facts about flipped learning in higher ed: http://www.ecampusnews.com/top-news/20-new-facts-flipped-learning-higher-ed/?
5
‘top’ MOOC providers: http://www.ecampusnews.com/top-news/platforms-online-learning-593/?ps=344909-001a000001NZUpI-003a000001nUABx
7/2/14
1.
How to hurt students – jump up and down on all there
6.8 gadgets; delivering learning materials relevant: interesting
statistics on new students electronics
2.
Standardized Assessment in Higher Ed
Coming?? Suggest you read: higher
ed Common Core?
(For those of you who need some help with
definitions, rubric is a funny colored cube puzzle)
3.
Company (iDology) addresses student fraud (e.g.,
online test taking): http://www.ecampusnews.com/technologies/fraud-technology-527/
6/30/14
Not
totally (but probably somewhat) e-Learning related:
Attention Business People:
UCLA MBA program flips from State to Private support: UCLA
MBA flips
Characterization
of online learners (including “…no way!”)
5
types of online learners
6/27/14
·
For-Profit Online Deep Sixes: Corinthians
failure
·
Discussion of a documentary ‘Ivory Tower’; the latter
is a broad brush look at a wide range of higher ed issues: Ivory
Tower, etc.
(mentions
UnCollege which we have looked at earlier – involves hacking your own education
outside of traditional academia; I think this was the Forbes article I
linked: hacking-higher-education-dale-stephens-and-unschooling
)
Of STEM interest mostly but important:
·
Substantial program to encourage women in Computer
Science: NCWIT
AspireIT initiative
·
AAC&U program (20 grants given) to increase STEM
Diversity: AAC&U
Initiative to Increase STEM Diversity
6/26/14
Liberal Arts and
Honors folks – may be of interest: Harvard Educational Review article on
trends in Liberal Arts
Full HER article (click on PDF): abstract and link to full article
Personalized/Individualized
Learning (this is aimed at K-12) Personalized Learning
Why included
here?
1. Could be applied to post K-12;
2. What if future students come to an
institution expecting this format. Food
for thought.
NOTE: adaptive learning strategies clearly apply
here; any complete and effective package would be very difficult and expensive
to implement.
6/25/14
Use of proctor companies for exams (Hey! Keep your eyes on your own
paper!): proctor
industry
FYI: UW (boo hiss!) MyPlan – an integrated academic (student
centered) planning system:
6/23/14
Clark College’s
efforts regarding Liberal Arts/Job Preparation (not necessarily e-Learning
related, but important); I’m sure this
is being discussed here at WSU: http://chronicle.com/article/Clark-U-Seeks-to-Define/147229/?cid=at&utm_source=at&utm_medium=en
Advice for online
courses: http://www.ecampusnews.com/top-news/good-online-course-591/?ps=344909-001a000001NZUpI-003a000001nUABx
6/20/14
6/16/14
Don
Dillman sent this in – here is his comment:
Starbucks Will Send Thousands of Employees to Arizona State
(online) for Degrees
As Don notes, Starbucks chose the ‘school’!
Primarily dealing with student use of online material: http://www.ecampusnews.com/top-news/tech-savvy-students-264/
Quote: “….Perhaps most important, they need to be
encouraged to develop the habits of mind associated with conducting research,
to be thoughtful and reflective, to question and examine all evidence and
assertions, to be thorough in collecting evidence, and to be ethical in the
ways they incorporate source material into their writings and projects.”
6/13/14
An
overview of do’s and dont’s for e-Learning in general (unlikely that
you will agree with all of this): http://www.ecampusnews.com/technologies/dos-donts-campus-742/?ps=344909-001a000001NZUpI-003a000001nUABx
Some
results on the edX review (sent out earlier) of their MOOC data base: http://chronicle.com/article/8-Things-You-Should-Know-About/146901/?cid=at&utm_source=at&utm_medium=en
(Aside:
click a few of their options – you’ll be impressed on the webpage design)
Cypertutor (Dave: ‘Open the
pod bay doors, HAL’. HAL: ‘I'm sorry, Dave. I'm
afraid I can't do that.’)
Dick
Pratt sent this in
(I sent it out earlier but worth repeating-strong evidence on relative value of
active learning vs. traditional): Active
learning: The twilight of Chem 101?
6/11/14
1. MOOCs
are on an island surrounded by sharks – but don’t write them off; they are
adapting (maybe dressing up in shark suits?)
There
is a short video in this piece which I highly recommend.
Perspective
on MOOCs - competency based learning
2. Related
– a quick look at competency based learning - CBL (you can skip down past Solar
Energy if you like): very
quick look at CBL
3. SERMON
(jtd’s opinions) regarding CBL:
Why do I include CBL here ( as well as in past postings)?
-- It is inevitable, it’s happening, we need to be very aware of
its extent of adoption nationally, and consider if a WSU response is
needed. There is a good possibility that we will get pressure from the
State (and parents – “My Joanne /John can’t even get a job!!”) to respond.
·
I would recommend that WSU make a critical,
open minded look at what other universities are doing in this area. This
would include examining changes they are making in courses and requirements;
how are they delivering these changes (many are using add-on online formats
including flipped/blended). For sure this would guide any decisions
concerning a WSU response (which as always include doing nothing). [NOTE:
I realize that we already have courses that address preparing students for the
job market.]
·
Any healthy WSU response should not be a
threat to the humanities. However, where appropriate, their importance
and roll in generating the type of graduates we want must always be clearly
understood. [I’ll vigorously defend this, pulling out my lightsaber if
I must.]
·
It does require serious re-examination
(‘not again?’) curriculum and include both UCORE and Major requirements and
offerings.
·
Some WSU responses could occur in
individual, existing courses/labs/studio-based courses, i.e., not requiring new
courses.
·
Flipped/Blended formats are ideal –
lectures/reading outside; hands-on experiences (teams or without teams, as
preferred) during face-to-face time.
·
It might involve use of Short Courses to
fit into tight student schedules.
Conclusion: It seems we should at least discuss this.
Who’s WE? Faculty and Administrators.
End of Sermon
6/10/14
Getting faculty up to speed with technology (U. Southern Carolina,
Purdue, SUNY)
3-Ways-to-Get-Faculty-Up-to-Speed-With-Technology
Principally global use of online: hunger
for western education globally
6/9/14
Survey
of student expectations for future universities: student
higher ed expectations
Comment: we’re not talking 50 years
from now
Not
e-learning but maybe it is: emailed-in-error-uva-law-schools-student-spreadsheet-spreads-fast
What
would it be like to have a class do this?; FACULTY – does whole crowd get
tenure??: crowd
sourced journal article
6/7/14
1. I use a
‘dumb’ cellphone (dumb for two reasons – 1. it doesn’t have a touch screen and
2. I barely know how to use it).
But many of you (and most students) are using smart phones and
tablets in some of their courses; the trends and pressures to increase their
use is rising.
This article surveys their use in K-12.
http://educationtechnews.com/new-study-educators-on-mobile-devices-in-the-classroom/
Expectations of new WSU students are likely to grow for their use in
classes.
Do we need to be more active at WSU, e.g., in terms of providing
necessary servers and software? How do you prevent browsing and texting
during class?
If you have some opinions please email them to me and I will forward
them.
2.
Related -- ‘I told you so’
(my experience) -- Taking notes by hand vs. on a laptop:
I
should have written this by hand
3. (Re)discussion
on higher education in transition (includes comments on Western Governors
University)—not very deep: http://triblive.com/news/allegheny/6035965-74/online-governors-percent#axzz33zXLbLIT
6/5/14
6/4/14
MOOCs
and Business Schools: moocs
and business schools
UF
hires Director for their Online Learning Institute (remember UF was chosen as
Florida flagship U. for online learning): up
to hips with alligators
6/2/14
Harvard’s pre-MBA online efforts (HBX) – Connections between campus
courses and online courses: NYT
Article Harvard's HBX
Predicting
success in college: Predicting
Success
Full
report: “Predictors of Postsecondary Success,”
5/30/14
·
Stanford: stanford-report-shares-snapshot-of-online-learning
·
A ‘fuzzy’ look at Big Data in higher ed: fuzzy
data
·
Closer to home – a Western Interstate Commission of
Higher Education (WICHE) spinoff (PAR): PAR
- addressing issues on student success
From PAR article: “Predictive Analytics Reporting Framework (PAR, http://parframework.org) program have announced plans for PAR to become a separate 501.c.3 nonprofit organization by the end of this year.
PAR began in 2011 as a research program with Bill & Melinda Gates Foundation funding, administered by WCET, that brought together an initial group of higher education institutions to contribute to the development of a single federated dataset to be used for predictive analytics and ultimately be useful in solving student success challenges. Since its inception, the program has grown to include more than 20 member institutions. The dataset is built (and is still growing) with over 1.8 million normalized, de-identified student records and provides a unique multi-institutional resource for researchers to examine real-world questions about student success.”
·
Campus Quad to connect to students (“I beg of you to
study for tomorrow’s quiz”): Campus
Quad
5/29/14
A
note on how Maya influenced education (among many, many other ways): Maya
and Education
Charles
Blow’s Tribute (more general): Maya
& Me & Maya
Free
webinar on retention in Online Courses: Retention_Online
If
you missed it, another description of improved results in STEM with active
learning: Active
Learning
(repeat
note: work at UW – boo hiss!)
Clayton
Christensen – very stimulating ideas –this takes some thinking! Theory
of Disruptive Innovation
Attention: Business School folks: can you
help us connect to Education? (the above blurb tries – video helps)
Gaming in
education: ‘We don’t need no stinking badges’; ( I’m still trying to learn how
to play Pong) : Gaming in education: 'We don't need
no stinking badges'
5/27/14
Learning
spaces, training faculty for active learning (Ball State): http://campustechnology.com/articles/2014/05/21/transformers-building-an-active-learning-faculty.aspx
Missouri
State’s (positive) experiences with flipping a large psychology class: http://campustechnology.com/Articles/2014/05/21/Missouri-State-U-Improves-Learning-Outcomes-with-Flipped-Classroom.aspx?Page=1
Florida
online learning intensifies (recall—this is a top-down endeavor) http://chronicle.com/article/Pushed-by-Lawmakers-U-of/146767/?cid=wc&utm_source=wc&utm_medium=en
In
Europe: “More web-development MOOCs” http://chronicle.com/blogs/wiredcampus/european-students-and-employers-seek-more-web-development-moocs/52887?cid=wc&utm_source=wc&utm_medium=en
Who
moved my cheese? Faculty rights-online materials: http://chronicle.com/blogs/conversation/2014/05/19/the-erosion-of-faculty-rights/?cid=wc&utm_source=wc&utm_medium=en
5/15/14
Sam
Gizerian provided this Wash. Post article and report source investigating
taking notes by hand vs. on a laptop.
The article reviewing the study is here: http://washingtonpost.com/news/morning-mix/wp/2014/04/28/why-students-using-laptops-learn-less-in-class-even-when-they-really-are-taking-notes/?wpisrc=nl_pulse
For those who are interested in the data, the study is here,
free access on campus: http://pss.sagepub.com/content/early/2014/04/22/0956797614524581.full.pdf+html
As
an O-F I always take notes by hand of seminars and talks – at a minimum it
keeps me awake! It always seems to trigger questions also. (e.g., “What’s
a MOOC?”)
Social
networks and online learning (quotes Cheryl Oliver from WSU Business
College): social
networks important
5/15/14
The
College of Education is hosting a conference:
Tech-Ed-Technology
Enhanced Curricula in Higher Education
September
25-26
at
the Pullman Campus
Here
is a description:
TECH-Ed is a two-day multidisciplinary conference focusing on
the understanding and use of technology in teaching and learning in higher
education. The overarching goal of the conference is to explore optimal ways to
enhance student engagement, achievement, and life-long learning through the use
of education technologies. With an emphasis on collaboration and networking,
the conference will feature invited panels and presentations and the
opportunity for participants to join experts for discussion. Topics include
e-learning, flipped classrooms, STEM, Serious Educational Gaming (SEG), MOOCs,
and more.
The
conference committee is encouraging contributions from the WSU faculty so prior
to the general call for papers they wish to find out who at WSU would like to
present. Available are 20 min or 45 minute talks or a poster.
Since
they wish to issue the general call soon, please contact Krenny Hammer as
possible with your desired type of presentation and perhaps a draft
title.
The
final submission is a title, a short 300 word abstract and a 25 word
summary. Since they wish to issue the final call for presentations they
would like to hear from you asap.
If
you have any questions, again, contact Krenny:
Krenny Hammer
Program Supervisor
College of Education
PO Box 642114
Pullman, WA 99164-2114
509-335-6393
Hammer, Krenny <khammer@wsu.edu>
5/13/14
Steve
Hines pointed this out (highly relevant) -- includes Retention
issues:
Lectures Aren't Just Boring, They're Ineffective, Too, Study
Finds: http://news.sciencemag.org/education/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds
PNAS
article (6 pages): PNAS
article
Another take from the Arizona State U. Global Silicon Valley
Education Innovation Summit and a Symposium for small liberal art colleges
(many endangered) – in part addressing the question of risks of doing nothing
vs. serious efforts to address the challenges. swim
or sink (note this in the locked part of the
Chronicle – on campus, you are in).
What about WSU? Are we sinking?
Hot
Tech, etc.: http://viewer.zmags.com/publication/30f82127#/30f82127/28?ps=344909-001a000001NZUpI-003a000001nUABx
5/12/14
Penn State-new
Associate Provost -expansion: Penn State Online efforts
Another Google
Doogle announced (looks aimed at K-12): Google Classroom
5/9/14
Still
another take on the Gallup-Purdue study: another
look at Gallup-Purdue
Wake
Forest’s independent study: Wake
Forest
This
is great: – if we all were to
think out of the box, each discipline could come up with a version: What's
a Hackathon?
5/8/14
Discusses
full time, no tenure positions at an online college: full
time-no tenure
Charles
Blow Column: discusses Gallup-Purdue survey (sent to you recently) NYT
Charles Blow Column
5/7/14
U. Maryland and entrepreneurship - big time: "Fearless
Ideas"
Gallup-Purdue Survey of past graduates measuring: “…types of experiences in college that … strongly relate
to great jobs and great lives afterward”; professors who care: issues of student higher ed experiences - success
Language Learning – use of internet: Ich
lehre dich, du lehrst mich
5/6/14
Useful debate (if you include comments) about Traditional lectures
vs. flipped: Debate:
Lectures vs. Flipped
Don’t you love lists? Here is one on must-have ed tech: 10 technology hallmarks for every campus
$$ in online: Why online teaching is profitable
Siri -- Teach me Differential Equations! 5-ways-mobile-devices-have'nt-changed-studying
5/2/14
Many institutions are increasing their focus
on assessing and improving student learning outcomes. This interactive
presentation, moderated by Andrew Barbour, Senior Contributing Editor at Campus
Technology, will highlight how two IT leaders partnered with institutional
leadership to leverage technology that supports these efforts and scales across
the institution. The presenters will share strategies they employed to select
and implement an assessment management system, integrate it with existing IT
architecture, and foster community engagement and collaboration throughout the
process.
Passive
students in MOOCs don’t learn much: http://chronicle.com/blogs/wiredcampus/passive-mooc-students-dont-retain-new-knowledge-study-finds/52295?cid=wc&utm_source=wc&utm_medium=en
Blackboard
here we come?? short note on an
acquisition that will make digital media available.
short
write-ups on thrust areas at the Arizona State U + Global Silicon Valley Education Innovation
Summit
and
here: http://gettingsmart.com/2014/04/10-talking-points-asu-gsv-education-innovation-summit/
4/30/14
Why
net neutrality is important to higher ed:
http://chronicle.com/blogs/profhacker/why-netneutrality-matters-to-highered/56923?cid=wc&utm_source=wc&utm_medium=en
“Best
in State” HA! It ain’t UW:
(criteria probably the biggest factor): http://www.ecampusnews.com/top-news/college-state-graduation-557/?ps=344909-001a000001NZUpI-003a000001nUABx
Washington
selection:
4/29/14
Discussion
of criticisms of flipping and response:
http://chronicle.com/blognetwork/castingoutnines/2014/04/28/flipped-learning-skepticism-is-flipped-learning-just-self-teaching/?cid=wc&utm_source=wc&utm_medium=en
(Contains
a confusing reference to TWO previous posts – one was http://chronicle.com/blognetwork/castingoutnines/2014/04/01/toward-a-common-definition-of-flipped-learning/#comment-1314683145)
Some
web tech tools (e.g., image (of text and handwriting) to text using Project
Naptha): http://chronicle.com/blogs/profhacker/grabbing-text-from-images-with-project-naptha/56835?cid=wc&utm_source=wc&utm_medium=en
Six
(only) ways to a good online course: http://www.ecampusnews.com/online-learning/good-online-course-591/?ps=344909-001a000001NZUpI-003a000001nUABx
4/24/14
Darn
UW. Now they are beating us in
Algebra!: http://campustechnology.com/articles/2014/04/24/adaptive-game-based-platform-helps-students-master-concepts-in-algebra-challenge.aspx
Online
PhD in Education: http://chronicle.com/blogs/wiredcampus/quickwire-u-of-southern-california-and-2u-offer-online-doctoral-degree/51981?cid=wc&utm_source=wc&utm_medium=en
ePortfolios
– uses and how to develop. http://campustechnology.com/articles/2014/04/23/the-narrative-telling-your-story.aspx
(e.g., what have you learned? Mine would be short.)
4/23/14
edX
+ Coursetalk system for reviewing online courses: http://campustechnology.com/articles/2014/04/17/edx-taps-coursetalk-for-online-course-reviews.aspx
“…I didn’t like it. It
made me think too much.”
Badges
for Writing (Sorry Tom, you don’t get any badges): http://campustechnology.com/articles/2014/04/17/a-digital-badge-initiative-in-first-year-writing-courses.aspx
More
on the Princeton meeting on where are we (Universities) going? -
Conclusions? Darned if we know.
Talk
(Georgia Tech Educational Research
and Innovation Director Wendy Newstetter) and discussion of benefits/pitfalls
of online learning and technology: http://www.breezejmu.org/news/article_38dc4de2-c5e2-11e3-ae2a-0017a43b2370.html
4/16/14
Dick
Pratt sent this in:
New Compilation of Articles on the Flipped Classroom
April 16, 2014
Inside
Higher Ed
is today releasing a free compilation
of articles and essays -- in print-on-demand format -- about the flipped
classroom. The articles and essays reflect key discussions about pedagogy,
technology and the role of faculty members. Download the booklet here.
This
booklet is part of a series of such compilations that Inside Higher Ed is publishing on a range of topics.
On
Thursday May 8, at 2 p.m. Eastern, Inside
Higher Ed editors Scott Jaschik
and Doug Lederman will conduct a free webinar to talk about the issues raised
in the booklet's articles. To register for the webinar, please click here.
Read more: http://www.insidehighered.com/quicktakes/2014/04/16/new-compilation-articles-flipped-classroom#ixzz2z3rpYkee
Inside Higher Ed
A
fairly long piece on Adaptive Learning (sort of a teacher for every individual
– lessons ‘adapt’ to needs of the student as it progresses). It has to be computer based and it looks like
commercial interests will drive it (OR give me $500 K and two years free time
and I’ll have it ready! HAL is my
partner.):
http://campustechnology.com/articles/2014/04/16/the-great-adaptive-learning-experiment.aspx
4/11/14
May
have sent this already -- MOOC on blended course design: https://www.canvas.net/courses/becoming-a-blended-learning-designer
Tech
related ‘trends’: http://www.ecampusnews.com/technologies/technology-trends-education-884/?ps=344909-001a000001NZUpI-003a000001nUABx
Sent
in by Dick Pratt:
Flipping
and role played by students: http://chronicle.com/blognetwork/castingoutnines/2014/04/08/the-problem-is-not-the-students/?cid=wc&utm_source=wc&utm_medium=en
Using
social media: http://www.ecampusnews.com/top-news/social-tech-students-336/?ps=344909-001a000001NZUpI-003a000001nUABx
Interesting
comments on MOOCs (uses funny mag
reader -- see pp. 29-31) http://viewer.zmags.com/publication/f09edf2b#/f09edf2b/29
Penn
State – appoints chief academic officer for online learning: http://news.psu.edu/story/310365/2014/04/03/academics/penn-state-names-chief-academic-officer-online-programs
4/7/14
Free
How-To MOOC (5 weeks) on blended learning:
mooc-blended-learning
Here
we go again – defining ‘flipped’: Toward a Common Definition of 'Flipped Learning'
4/3/14
Georgetown looks ahead (while we look at
our feet!): http://campustechnology.com/articles/2014/04/01/technology-and-the-futures-of-the-university.aspx
In my opinion this is something administrators should read.
I’ve
been concerned about the possibility of politics leading to edicts to adopt
online learning – this is not the whole picture but we (including
administrators) need to be aware: http://viewer.zmags.com/publication/f09edf2b#/f09edf2b/12
Looks
at the next generation online platform: http://www.ecampusnews.com/online-learning/online-learning-platform-957/?ps=344909-001a000001NZUpI-003a000001nUABx
Online
Writing Lab: http://www.ecampusnews.com/top-news/excelsior-writing-lab-523/?ps=344909-001a000001NZUpI-003a000001nUABx
U
Maryland: Online M.S. in Technology
Entrepreneurship: http://campustechnology.com/articles/2014/04/02/university-of-maryland-launching-online-masters-degree-in-technology-entrepreneurship.aspx
3/29/14
Steve
Langford sent this in:
Stanford/Cornell Study on types of ‘engagement’ by MOOC users and
role of specific tools/student motives (e.g., Badges)
First
a short summary (useful): http://blog.physicsworld.com/2014/03/27/student-behaviour-in-the-moocosphere/
Actual
article (education researchers – note: this if for you; lots of data!): http://arxiv.org/pdf/1403.3100v2.pdf
Bottom Lines for the rest of us:
A. Lifted from middle of article
….This suggests
three natural styles of engagement, one clustered around each mode.
1. Viewers, in the
left mode of the plot, primarily watch lectures, handing in few if any
assignments.
2. Solvers, in the
right mode, primarily hand in assignments for a grade, viewing few if any
lectures.
3. All-rounders,
in the middle mode, balance the watching of lectures with the handing in of
assignments.
The number of
distinct engagement styles is larger, however, due to two other types of
students who are not apparent from the three modes of the histogram. First, a
subset of the students in the left mode are in fact downloading lectures rather
than viewing them on the site; this distinction is important because someone
who only downloads content may or may not ever actually look at it. We
therefore separately define fourth style of engagement:
4. Collectors,
also in the left mode of the plot, primarily download lectures, handing in few
assignments, if any. Unlike viewers they may or may not be actually watching
the lectures.
Finally, there are
students who do not appear in the plot, because they undertook very few
activities:
5. Bystanders
registered for the course but their total activity is below a very low
threshold.
These form our
five styles of engagement: Viewers, Solvers, All-rounders, Collectors, and
Bystanders.
B. Lifted
from Conclusion
…We develop a taxonomy of individual
behavior, examine the different behavioral patterns of high- and low-achieving
students, and investigate how forum participation relates to other parts of the
course.
We also report on a large-scale deployment
of badges as incentives for engagement in a MOOC, including randomized
experiments in which the presentation of badges was varied across
subpopulations.
We find that making badges more salient
produced increases in forum engagement.
3/27/14
We
heard about changes at Coursera; edX
announces their changes: http://campustechnology.com/articles/2014/03/25/new-leadership-at-edx-and-coursera.aspx
Advice
on improving courses with online components:
http://campustechnology.com/articles/2014/03/26/6-ways-to-be-a-better-online-teacher.aspx
I
like #6: Realize it’s ok to fail.
Effects
of changing homework: http://campustechnology.com/articles/2014/03/20/change-the-homework-improve-student-achievement.aspx?=ct21
3/25/14
I
guess he needed to find a job: http://www.nytimes.com/2014/03/25/education/former-yale-president-to-join-online-education-venture.html?emc=edit_tnt_20140325&nlid=1844996&tntemail0=y&_r=0
The
Chronicles take: http://chronicle.com/article/Coursera-Hires-Former-Yale/145531/?cid=wc&utm_source=wc&utm_medium=en
New
Educational Technology MOOCs: http://www.ecampusnews.com/featured/featured-on-ecampus-news/free-moocs-march-655/
Big
Data skilled labor shortage (…steal them from NSA! I’d tell you how, but then I’d have to
….you): http://www.ecampusnews.com/top-news/theres-big-data-skills-gap-higher-education/?ps=344909-001a000001NZUpI-003a000001nUABx
3/21/14
We
need to keep pushing critical thinking, asking big questions, and life-long
learning (beyond learning the next programming language). Humanities clearly have a central role.
(By
the way: life-long-learning, at least
presently, can benefit from free MOOCs – I’m struggling to keep up on a course
on Ethics from Princeton and trying to be not such a bad person.)
Can
I take my MOOC? What happens if a
MOOC-maker moves?
Somewhat tangential but last few interesting lines from
above:
…Perhaps most importantly to HarvardX, and despite the
unresolved issues: Faculty members are still lining up to experiment with
MOOCs.
“Despite the fact we’re in the ‘trough of disillusionment’ about
MOOCs, which I think much has been written about, faculty continue to come,”
Lue said. “So we have about 50 projects in flight, and our biggest problem
right now is we can’t meet faculty demand for doing these online experiences.”
3/20/14
Hey,
they’re showing my Vermeer on line!:
3/15/14
Your video
lecture coach:
“Worry less about
your clothing—although, know that herringbone and intricate patterns are
distracting to view on screen—and concentrate more on energy level and
expressions.”
….But that’s
my favorite suit! Coaching
Video Lectures
Boo Yay for
MOOCs: http://recode.net/2014/03/10/are-moocs-really-failing-to-make-the-grade/
3/14/14
Learning and
brain science: http://www.ecampusnews.com/curriculum/science-students-brain-139/
‘Flipped’ beaten
to death:
http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Someone is
watching you: http://campustechnology.com/articles/2014/03/13/know-and-retain-your-student.aspx
Information
Literacy – (opinions of academic librarians)
What Matters to Academic-Library Directors? Information
Literacy
John McNamara
sends these comments about motivation issues:
A
quick point is that 'flipping the classroom' does NOT require on line
videos--there are a lot of other things students can do: books, ppts, on line research, homework,
worksheets, other readings pertinent to each class.
A
useful key to help them get the motivation is to have a graded quiz every
day/week as appropriate. they get the
idea quickly and I have found it works as well as anything.
Thanks
for keeping us informed!
john mc
3/10/14
In my experience,
the most challenging part of flipping is getting students to watch and digest
the online lectures. Although this blog
addresses the problem for a flipped calculus class the discussion is general:
Another look at the
Cornell study: pros & cons of
MOOCs http://www.ecampusnews.com/featured/featured-on-ecampus-news/pros-cons-moocs-766/
(here is a link
to the whole report http://philosophy.cornell.edu/epl/upload/CornellDistancelearning.pdf)
3/7/14
10 rules for
developing online courses:
http://www.ecampusnews.com/top-news/developing-online-course-234/?
SAT: A must read just because it is so well
written:
http://www.nytimes.com/2014/03/07/opinion/save-us-from-the-sat.html?ref=opinion&_r=0
3/5/14
These two online
‘mags’ contain a number of interesting blurbs – they are both bundled in those
strange reader formats so it’s better that you just browse:
E-Campus
news: http://www.ecampusnews.com/current-issue/
Campus
Technology: http://campustechnology.com/Home.aspx
That’ll keep you
busy.
2.27.14
It’s not
Halloween but this is fun but a little scary.
http://chronicle.com/blogs/linguafranca/2014/02/25/real-time-automated-essay-writing/?cid=wc&utm_source=wc&utm_medium=en
The fun part is
actually trying it at EasyTyper: http://essaytyper.com/ Fortunately as is, it’s no threat to
Academia.
To start it, you
will see this on your screen:
Just type in the
topic of your choice on the line where you see American Civil War.
The scary part is
what software may be coming in the future (“Easy Playger”??) (….diabolical laugh!)
2/26/14
Online BA
costs: http://campustechnology.com/articles/2014/02/26/average-tuition-for-an-online-bachelors-program-43477.aspx
California
community college online learning: http://campustechnology.com/Articles/2014/02/26/California-Community-Colleges-Joining-Forces-for-Online-Success.aspx?Page=1
2/24/14
An extreme
position but it deserves our attention:
How
to get a job at Google_Competency Based Learning
Somewhat related
was a column by Nicolas Kristoff
Some academics
respond: Response
2/18/14
A look at
Competency Based Degrees – At a minimum discussion of CGDs should make all of
us think about what we are ‘putting out’ and what we want to ‘put out’ (For me
this means the qualities we instill in our graduates, e.g., critical thinking,
curiosity).
http://chronicle.com/article/Competency-Based-Degrees-/144769/
2/11/14
Harvard (‘in our
fair city’) to offer exclusive MOOCs to Alumni (will there be tests?)
2/7/14
This was
forwarded by Steve Hines from Bill Davis:
Guaranteed to
spark your interest:
Title: A Solution for Bad Teaching
http://www.nytimes.com/2014/02/06/opinion/a-solution-for-bad-teaching.html?ref=contributors&_r=0
2/5/14
where
is ed tech going in this decade:
Quote:
…(An)other "fast trend" is the integration of online, hybrid and
collaborative learning. According to the report:
"Education paradigms are shifting to include more online learning,
blended and hybrid learning, and collaborative models. Students already spend
much of their free time on the Internet, learning and exchanging new
information. Institutions that embrace face-to-face, online, and hybrid
learning models have the potential to leverage the online skills learners have
already developed independent of academia. Online learning environments can
offer different affordances than physical campuses, including opportunities for
increased collaboration while equipping students with stronger digital skills.
Hybrid models, when designed and implemented successfully, enable students to
travel to campus for some activities, while using the network for others,
taking advantage of the best of both environments."
2/3/14
Dick Pratt sent
this in:
Flipped
Classrooms and Slam Dunks - Bring your A-game! A free webinar from Adobe
|
2/2/14
1.
Susan Fein sent in this item:
Ted Talk:
Anant Agarwal: Why massive open online courses (still) matter
Agarwal is the
director of edX. First I have a lot of
respect for him as a researcher and a leader.
I have heard (online) other talks which he always gives with enthusiasm
and important content. So what do I want
to say? A major evolution has
occurred in his (and several other MOOC advocates) thrust:
Namely: Use MOOCs in a
blended, hybrid, flipped format.
If you
go back to our earliest discussions that is exactly what most of us have been
saying!
Regarding
use of MOOCs – of course it’s the choice of each faculty member to use or not
use a MOOC [– often there is no
appropriate MOOC for the course(s) we are teaching]. For now, most of us will ‘roll our own’.
Bottom
Line: MOOCs will evolve (probably will
eventually be called something else), and will not go away.
Summary of report
on 56 member panel predictions:
Article summarizes
this report: “NMC Horizon Report: 2014 Higher Education
Edition,”
Their predictions
of mover/shakers:
Not so long term:
1.Social
Media;
2.Flipping;
3.Data driven
learning & assessment;
Two longer
term:
4.“continuing evolution of online learning and
5.
universities’ shift to more agile “approaches to teaching and learning that
mimic technology start-ups.”
San Jose State
policy adoption: ‘No high tech
teaching without permission!” (seems
like an over-reaction to me)
1/31/14
The latest issue
of Campus Technology has a lengthy article on use of flipped classrooms at 5
higher ed institutions.
http://campustechnology.realviewdigital.com/#folio=1
I have put a pdf
version up on the web – it’s easier to read.
http://public.wsu.edu/~jtd/DigitalRelatedLearning/Campus
Technology_February 2014.pdf
Note on p. 22
there is a short ‘interview’ with the Harvey Mudd people who have a grant to
study the effectiveness of flipped learning (info sent to you earlier). As I said before – this involves Harvey Mudd
students who ‘can walk on mud’.
1/30/14
FYI: women, minorities in STEM; numbers.
http://campustechnology.com/articles/2014/01/29/science-and-engineering-doctorates-for-women-increasing-rapidly.aspx
Example –
non-profit online institution
(Comment: a little ‘hypy’): http://campustechnology.com/articles/2014/01/29/the-secret-of-southern-new-hampshire-universitys-success.aspx
San Jose State
University – more experiments: http://chronicle.com/blogs/wiredcampus/san-jose-state-u-adopts-more-edx-content-for-outsourcing-trial/49905?cid=wc&utm_source=wc&utm_medium=en
Comments: We’ve heard of the ups and downs of the
e-Learning experiments at SJS. Much of
the heat has come from faculty protesting non-traditional course formats (which
will happen anywhere when e-Learning is strongly encouraged), particularly when
it involves materials developed elsewhere (not at SJS).
Nevertheless –
you have to give SJS credit, particularly SJS’s President Mohammad Qayoumi, who has encouraged experimentation
significantly.
Many
of the issues that the SJS folks are grappling with are at the center of the
storm we in higher ed are facing.
I
asked (unfortunately late last semester) if there was ‘a crisis’ in higher ed.,
as is often stated. A few of us gave
some comments.
My
reading – we are probably not in a crisis at WSU but it may be like ‘being lost
driving on a distant mountain road with the gas gauge approaching empty’.
Any additional
comments would be appreciated.
1/28/14
Personal
background – Khan Academy: http://www.nytimes.com/2014/01/28/science/salman-khan-turned-family-tutoring-into-khan-academy.html?emc=edit_tnt_20140128&tntemail0=y&_r=0
Use
of open textbooks: http://chronicle.com/blogs/wiredcampus/open-textbooks-could-help-students-financially-and-academically-researchers-say/49839?cid=wc&utm_source=wc&utm_medium=en
With
no judgement on my part this url takes you to a recently created edX website
that facilitates forming edX Communities (Meetups) – clearly an attempt to
promote formation of peer groups of their MOOC students. Seattle so far has 26 signed up. ‘A small step….’ We will see.
1/27/14
Stanford
Economist – MOOCS, Stanford, and Money (recommend you read this): http://chronicle.com/blogs/wiredcampus/stanford-economist-elite-colleges-should-not-give-credit-for-moocs/49811?cid=wc&utm_source=wc&utm_medium=en
Credit/noncredit
debate (community colleges – but related)
Comment
from a reader: ‘The single biggest fear among tenured faculty today is
the dreaded shift toward granting bona fide credits to MOOCs that lead directly
to a degree. Once that trend starts in earnest and spreads, it's game, set, and
match for many apparatchiks who will wonder what hurled them out into the
street.’
Dartmouth
joins edX: http://chronicle.com/blogs/wiredcampus/quickwire-newest-edx-member-is-dartmouth/49789
1/23/14
We’ve
heard of this recently funded study (3 yeas) assessing flipped learning – more
details here:
This
will be watched closely.
Georgia
Tech accepts ~16% of applicants for a MOOC (I guess not so ‘Open’) based
Master’s Degree in Computer Science
Quote: “…. Most students will pay less than $7,000 for a graduate
degree. The traditional program can cost nearly $45,000 for an on-campus
student.”
1/22/14
MOOCs,
completion rates, and judgment: MOOCs,
completion rates, and judgment: http://chronicle.com/blogs/wiredcampus/completion-rates-arent-the-best-way-to-judge-moocs-researchers-say/49721?cid=wc&utm_source=wc&utm_medium=en
Coursera
– offering a certificate for a sequence of courses: http://chronicle.com/blogs/wiredcampus/coursera-will-offer-certificates-for-sequences-of-moocs/49581?cid=wc&utm_source=wc&utm_medium=en
Coursera
and Academic Partners (and edX):
http://www.insidehighered.com/news/2014/01/22/after-failed-talks-academic-partnerships-and-coursera-both-introduce-online-course
“…..Coursera's
Specializations, in other words, resemble XSeries, course sequences announced by fellow MOOC provider edX
last September….”
1/20/14
Flipping – very
helpful: http://campustechnology.com/articles/2014/01/15/how-to-make-the-most-of-the-flipped-classroom.aspx?=CT21
e-Learning
Congressional Caucus (what’s a MOOC?) http://www.ecampusnews.com/policy/legislation/congressional-elearning-caucus-009/?ps=344909-001a000001NZUpI-003a000001nUABx
(as mentioned
before, legislative involvement in e-Learning scares me).
Another look at
the Sloan Consortium survey: http://www.ecampusnews.com/featured/featured-on-ecampus-news/moocs-marketing-015/
Internet
ruling could be troubling for online instruction: http://chronicle.com/blogs/wiredcampus/ruling-could-drive-fcc-forward-on-net-neutrality/49477
On
Line Campus Counseling http://chronicle.com/article/Campus-Psychological/143963/?cid=wc&utm_source=wc&utm_medium=en
Debate
on number of on-line learners: http://chronicle.com/blogs/wiredcampus/exactly-how-many-students-take-online-courses/49455?cid=wc&utm_source=wc&utm_medium=en
1/9/14
The
latest online issue of Campus Technology has a couple of interesting
articles:
1.
A panel basically goes through all of the ‘hot
e-tech trends and rates what’s hot (p.
2.
A
reasonably balanced look at Evolution (relax – the Evolution of MOOCs) (p. 18).
url: http://online.qmags.com/CPT0114?sessionID=86792E22BEF0A4BC5CA2D9BBA&cid=115910&eid=18574#pg1&mode1
As we speak,
MOOCs are indeed evolving – the name will evolve (BOOCs, SMOCs, DOOCs, KOOCs (I
made that up), etc.)
More importantly,
their format, functionality, and effectiveness will continue to change. Whatever you want to call them, they are not
going away.
Personally, the
only way I would use a MOOC at WSU is in a blended format.
1/7/14
1.
Workshop:
Phil Mixter sent
in this announcement for a Vet School Workshop:
http://www.vetmed.wsu.edu/teachingacademy/Email/WorkshopEmail.aspx
The work shop
will include an invited talk by Amy Segesmun (Pacific Lutheran U.) entitled: “Self-assessment as a tool for
increasing metacognition & learning gains”
FYI: (I had
to look it up!) Metacognition: awareness or analysis of one's own learning or thinking processes
(Merriam Webster)
Tom’s very weak version: I think it means something like ‘knowing what
you know and don’t know’ +’ knowing how you can get to know what you don’t
know’)
Forgive me for sticking this in: A famous chemist, Henry Ehring, came to WSU
many years ago for some lectures; he
pointed out the following regarding scientific knowledge:
“If it’s new,
it ain’t true. If it’s true, it ain’t
new”.
In science the process is a continuous spiral of
observation, proposed theories, more rigorous experimental tests—repeat many
times until it ain’t new but close to being true.
2. For Techies: ed
tech in 2014 (‘experts’): http://chronicle.com/article/What-5-Tech-Experts-Expect-in/143829/?cid=wc&utm_source=wc&utm_medium=en
3. Take a quick look at this:
Steve Langford
sent in this item – a very creative and stimulating activity: http://distractify.com/culture/arts/frozen-bubbles-in-wintertime/
4. More than MOOCs
FREE webinar Jan. 8th at 11 am (host: Inside Higher Ed—run by two of their
editors)
Read more: http://www.insidehighered.com/quicktakes/2013/12/06/online-education-more-moocs#ixzz2pkLj5smx
Inside Higher Ed
When: Wednesday 8 January 2014, 02:00 PM - 03:00 PM
Time Zone: (GMT-05:00) Eastern
Time (US and Canada)
Click
here to log in at the designated time:
https://highereducationwebinars.adobeconnect.com/e516gfh24i7/event/login.html
1/4/14
Melanie Neuilly
provides this input regarding some tools for production + an example of one of
her lectures ( jtd: Her lecture(s)
puts my awkward attempts to shame! ):
My
two cents: I use Prezi, which allows for audio narration and is free, and can
be shared online. I don't feel the need
to have my face on the screen even though maybe that would help… I like the dynamism of Prezi presentations.
Here
is an example of a lecture for my 200-level online course: http://prezi.com/m8_quf-za62j/?utm_campaign=share&utm_medium=copy
Steve Hines
pointed out a NPR item on MOOCs
(‘adjustments in progress’), both audio and text: http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course
This is an older
NYT column that addresses Ed. change in light of business – thoughtful:
12/20/13
Combining
Adaptive Learning and MOOCs:
(just FYI: a simple adaptive learning system is ALEKS (I
think Math uses this for remedial courses):
http://www.aleks.com/
Discussion
with NC Chapel Hill experimenter (Pharmacy flip) (“Hand me the envelope
please”):
12/19/13
John Schneider
sent this in:
edX employment
attempts dropped: http://chronicle.com/blogs/wiredcampus/edx-drops-plans-to-connect-mooc-students-with-employers/48987
Message To Obama
– let chips (MOOCs) fall where they may:
12/18/13
San Jose State
& Udacity - One more time: http://chronicle.com/blogs/wiredcampus/san-jose-state-u-and-udacity-resume-online-learning-trials/49043?cid=wc&utm_source=wc&utm_medium=en
Stanford/Carnegie
– Free course in Forest Monitoring: http://campustechnology.com/Articles/2013/12/18/Stanford-and-Carnegie-Launch-Free-Online-Forest-Monitoring-Course.aspx
Comment: although this is a very specialized course,
the concept of integrating a number of modalities is very promising for online
learning.
12/17/13
More Helpful info from Jan Koal:
The software that I use to quickly post lectures with
different screen presentations and PIPs etc. is produced by a company in New
Zealand named Cyberlink it is called YouCam 6.
You can download a free evaluation copy to play with, and if you find it
valuable it only costs $34.95. The
reason I think it would be of great use to instructors is that it only takes a
few minutes to learn and anyone can take their PowerPoint presentations online
with very little effort. The multiple
views that can be created help to create a much more engaging presentation.
LInk to product page: http://www.cyberlink.com/products/youcam/features_en_US.html
The following is a link to a 4 minute tutorial that
demonstrates the features and use of YouCam.
http://www.youtube.com/watch?v=mLEZ4TQfUvY#t=99
The video editing software that I mentioned that had 100
channels and up to 4 cameras is CyberLink's Power Director 12 Ultra
($74.99). It also has a 30 day free
trial. This is for the more techie types
that want to do their own video editing.
It is full featured with green screen, pip, transitions, effects, etc.
Link to product page:
http://www.cyberlink.com/products/powerdirector-ultra/features_en_US.html
Link to demonstration of 4 camera editing: http://www.youtube.com/watch?v=XOupBf7EL68
These software programs have won PC Magazine's top pick
awards for a number of years.
The YouCam software would be the best fit for instructors
that want to easily flip their classes.
They'd just need to set up a youtube channel to house their lessons (a
few quick clicks to upload), and link from Angel to youtube with a few more
quick clicks.
12/17/13
NYT Letters to
Editor regarding earlier MOOC article: http://www.nytimes.com/2013/12/17/opinion/online-courses-high-hopes-trimmed.html?emc=edit_tnt_20131216&tntemail0=y&_r=0
Report on
Flipping Survey (title: “The Up Side of
Upside Down: Results From First National
Survey on Faculty Perspectives on Flipped Classrooms”)
FYI:
1. Sonic Foundry
is a commercial webcasting/presentation software company
2. I have not downloaded the eBook
12/16/13
Comments (Anonymous) :
RE:
change in Higher Ed.
Your
link regarding the movement toward competency based education brought to mind an
article that I'm sure you saw in the Chronicle in July that detailed Bill
Gates' over 500 million push to redefine higher education. (see link below)
http://chronicle.com/article/The-Gates-Effect/140323/
Bill
Gates is leading the charge for major changes in Higher Education. He has a very competent strategy that
involves positioning his people in the Congressional committee structure that
deals with education as well as in the Dept. of Education. In addition, he is hiring people from DOE
into his Foundation and creating linkages to other foundations to move his plan
forward.
Last
month the Chronicle reported on Bill Gates' speech to the Association of
Community College Trustees' Leadership Meeting.
http://chronicle.com/article/MOOCs-Could-Help-2-Year/142123/?cid=at
Higher
Education institutions that hope to move ahead in the coming years need to
recognize which way the wind is blowing and set their sails accordingly.
RE:
MOOC issues we have been looking at:
I
hope that list members are not taking solace from the low completion rates
mentioned in the article that looked at one million MOOC users.
The
lowest completion figure mentioned in the article was 2%. That's still 20,000 students - not something
to be ignored.
I
wish the study would have addressed the following questions:
How
many students would have completed the class if they could earn transferrable
credit leading to a degree?
How
many were searching for an answer to a specific question that was imbedded
within a specific lesson within the class? (I've done this a number of times).
How
many of the MOOC classes were accessed by instructors that were using portions
of the MOOC lectures to enhance their classes?
Any
innovative change takes time before its true potential is realized. Remember the laser in 1960 ... when it was
only a solution looking for problems to solve.
MOOCs have the potential to transform education at all levels. But, inventions are only great if we can
figure out how to use them.
RE: some helpful tips on generating online
lectures from Jan Koal (Email: jan.koal@wsu.edu)
I'd love to show you a very inexpensive (~$39) software
that makes online presentations and upload to YouTube a breeze. I just imbed the video into an Angel page and
it's good to go. All I did to put
together the introduction that's linked below was:
launch the software
drag and drop the PowerPoint into it
hit the record button
click on different slides and screen options as I spoke
stop recording and click up load to YouTube and set as
unlisted.
All told the 23 minute presentation took about 30 minutes
from the time I sat down till it was linked in Angel.
The first two minutes demonstrate most of the screen
display options. I like to vary the screen presentation to keep the student's
interest.
https://www.youtube.com/watch?v=bHClC2XrSaA
I can also do a multi-camera recording(~$89 software)
with about 10 minutes of setup. I can
then auto synch all cameras with a couple of clicks and as I play back the
recordings I can create a new merged recording by clicking on whichever cameras
I want to see at any time. It's super
inexpensive, top quality, and extremely easy to do. It can also do green screen, transitions,
effects etc.
If you watch any TV shows or advertisements today you'll
almost never get a chance to count to 10 seconds before there is a scene change
of some type. That's what these students
are used to.
Big Data:
(my comments):
This is a very
fuzzy area when applied to higher education – administrators are in excited
states about it and hope it will solve issues like targeted recruiting and
student retention (if a student likes cream puffs and rock climbing they will
get A’s in mathematics but fail in history), and answering “what’s wrong with
Instructor D” (Dickinson?).
There may be
Big Data applications for very narrow applications focused on individual
students;
Example: a student taking physics is asked a tutorial
question, let’s say multiple choice,
like this one (don’t worry, you’re not being graded):
Q. A very long, thin, straight wire carries a
uniform charge density of per unit length. Which of the
following gives the magnitude of the electric field at a radial distance r from
the wire?
[ A) is the right answer ]. Believe it or not other than a distractor,
most of the wrong answers have common misconceptions/misunderstandings
associated with them.
SO Big Data reads
the student’s answer, then:
· churns through its memory
making correlations between the wrong answer and tons of data and
· concludes, e.g., for answer
E) that the student is mixing up two independent concepts and is
· sent an appropriate web page
or pages followed by a clincher question,
· which if failed (after
another round of Big Data analysis) is sent some more web pages followed by
another clincher question (this is called a LOOP) and
· finally, the student gets it
or begs to be unlocked from his/her chair.
That’s one way to
use Big Data for learning (I’m exhausted).
Like I said, most
interest is from administrators.
So here are two articles on Big
Data:
Big Data (Part I)
– “…..murky swirl of hype”? (I’m giving you the
“print” version – had trouble with the other links): http://www.ecampusnews.com/featured/featured-on-ecampus-news/big-data-bang-344/print/
Part
II “……Woosley said Big Data’s role in higher education is not a
black and white scenario. There are untold benefits to tapping into the wealth
of information now available to universities, but there are some serious
pitfalls as well.”
12/15/13
Georgia Tech to
Pilot the Udacity MOOC project: http://chronicle.com/blogs/wiredcampus/?p=48947?cid=wc&utm_source=wc&utm_medium=en
Research projects
on MOOCs (sounds useful): http://chronicle.com/blogs/wiredcampus/?p=48947?cid=wc&utm_source=wc&utm_medium=en
12/13/13
Here
are two responses I got on the questions I asked (if you want to jump in,
please do so):
John
McNamara:
Questions:
How critical is the “Crisis in Higher Education”? The major crunches I know of are:
The cost to students to get a degree
THE crisis in higher
ed is two fold: society does not want to
pay for higher ed , AND there are fewer appropriate jobs in relation to the
graduating classes. when the economy
is good and people pay taxes and faculty get paid and students get jobs, there is no crisis. there is no crisis in quality of teachers or
students . there is a crisis of society,
and that bleeds down all veins--lack of enthusiasm, rising cynicism, lack of confidence, more arguments, more finger pointing. when we get the economy going, more jobs
and better support for higher ed, (ed in
general) the crisis will go away.
The value (or lack of value) of a 4
year degree (e.g., in light of competency based learning)
that answer can only
be given in contexts of what jobs are available and what they pay. if there are jobs requiring higher ed skills
then the value of the degree increases.
if there are fewer jobs, the value decreases. we have to stop the
fingerpointing and tell the 'there's a crisis' people and the 'hold higher ed
accountable people' that the fault is not ours.
we have a rich past and present
history of quality graduates (yes there
is variation but there always has been).
we need to stand up for ourselves and point out the successes. MOST grads get jobs. the unemployment rate is way too high but
MOST grads get jobs. we need more and
better jobs and higher ed cannot do that.
the tea party needs to drown and people need to work together to grow
the economy again. crisis gone, value
up.
(Related) possible weaknesses in the
quality and extent of skills acquired, problem solving ability, and critical
thinking development
see above. I don't know
about you but my graduates are working all over the world. running large
business, working as dedicated employees, veterinarians, professionals, sales
people, technical staff. my AS 464 is
a critical thinking class, that is what I tell them day one and challenge them
to that all semester. The CUDS coop
(dairy) graduates 5 to 8 students a year that are in demand for great
jobs. look to what we do well. did good students all of a sudden
disappear? (NO) but good students can look around and see
where jobs are and are not--why work hard for no job? those that do match their skills to work
get jobs, which has always been
true. there are fewer jobs so not as
much flexibility to hire those that might not be the to 10 %.
not our fault. I think
your physics grads can do physics and problem solving, but are there jobs (not a criticism of
physics, just an example).
Weaknesses in the preparation for and
appreciation of life-long-learning
see above.
A.G. Rud:
Questions:
How critical is the “Crisis in
Higher Education”? The major crunches I
know of are:
The cost to students to get a degree[AGR] This is critical. The cost of
education keeps rising and the match between higher education and the workforce
is unclear. We all are aware of how high cost has affected the atmosphere of
higher education, such as increased credentialism and a consumer attitude
toward coursework (students wanting to get their money’s worth, faculty needing
to produce extremely detailed syllabi, helicopter parents, disrespect for
professors by students, and so forth). Some of this consumerism is warranted,
as many of us from earlier times may have uncritically accepted professorial
sloth and poorly organized courses when we were students.
The value (or lack of value) of a 4 year
degree (e.g., in light of competency based learning)[AGR] Seat time, course credits, degrees, are all
input measures, and we now want to know competencies and value added. This is
good.
(Related) possible weaknesses in the
quality and extent of skills acquired, problem solving ability, and critical
thinking development[AGR] We do woefully little
sustained practice in critical thinking, argument, or writing. This takes time,
especially teaching writing (I live with a writing instructor).
Weaknesses in the preparation for and
appreciation of life-long-learning[AGR] There is not a strong
sense of why students are here, and what it means to be a WSU student. It is
all fine and good to bond at Martin Stadium; I like college athletics, and see
its value, along with all its well-known problems. But what about bonding over
intellectual and social (not drinking) activities that would help one form a
Coug identity? Life-long learning, as well as character development, would be a
great desideratum here. I applaud such initiatives as the Common Reading and
SURCA. These are good. But we can do more.
So:
a) am I missing anything?
and
b) how problematic is the
current state of higher education?[AGR] We need to get away from
conventional means of learning such as large lectures, and move toward flipped
classroom pedagogies that meet individual student needs. Pedagogies must be
interactive, period. The big change in education in the last few decades has
been a move away from *teaching* to *learning.* What are our students learning,
and how do we know? What do we WANT them to learn, and how?
12/12/13
Thrun/Udacity
pivots: http://campustechnology.com/Articles/2013/12/11/What-Will-Happen-to-MOOCs-Now-that-Udacity-Is-Leaving-Higher-Ed.aspx?Page=1
Amin Saberi, Stanford:
“….The technology of the Web and online education are going to continue
to have a disruptive effect on higher education, but MOOCs are just one model.
We will all be learning our lessons and then applying them in slightly
different ways as online learning evolves."
12/09/13
Insightful
(talking to MOOC makers plus some statistics):
http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview
A summary of U.
Illinois’s MOOC activities and goals (substantial!): http://mooc.illinois.edu/docs/MOOCs-for-SEC-2013-11-11.pdf
Breathless
presentations (short videos) hitting all of the buzzwords and the changes that
are coming: http://campustechnology.com/articles/2013/12/05/learning-in-the-living-class-room.aspx
I have a
question or two for you all. I would
like to share your responses with the group if you approve-please let me know,
i.e.,
no
yes anonymous include my name
Questions:
How
critical is the “Crisis in Higher Education”?
The major crunches I know of are:
The
cost to students to get a degree
The
value (or lack of value) of a 4 year degree (e.g., in light of competency based
learning)
(Related)
possible weaknesses in the quality and extent of skills acquired, problem
solving ability, and critical thinking development
Weaknesses
in the preparation for and appreciation of life-long-learning
So:
a)
am I missing anything?
and
b)
how problematic is the current state of higher education?
[Of
course this is all in front of:
should we be doing things differently?
What and how?]
12/07/13
New York
times: http://www.nytimes.com/2013/12/05/education/professors-in-deal-to-design-online-lessons-for-ap-classes.html?ref=education
Related: http://chronicle.com/blogs/wiredcampus/quickwire-davidson-college-and-edx-will-offer-teaching-modules-for-ap-students/48807?cid=wc&utm_source=wc&utm_medium=en
Make it easier and they will finish: From
a Million MOOC Users, a Few Early Research Results
12/06/13
Erica sent this in:
Study Measures
Benefits of a ‘Flipped’ Pharmacy Course (since
studies are rare this is important):
FYI: Tablets up; PCs down (my only issue is screen
size – so they can actually read of all the equations I use): http://campustechnology.com/articles/2013/12/05/report-pcs-sag-as-tablets-surge.aspx
Related
Webinar: (I think it’s free): Transforming Your Campus through Mobile Device Management
Date: December 12, 2013 at 11:00 AM PST
(2:00 PM EDT).
Duration: One hour
Webinars all over
the place: here is another one:
MOOCs: Designing,
Developing and Delivering Them on Your Campus
Date: December 11, 2013 at 11:00 AM PST
(2:00 PM EDT).
Duration: One hour
Sponsored by: Canvas Network
12/05/13
Dick Pratt sent
in this announcement:
Free Webinar sponsored by Academic
Partnerships' Faculty eCommons
Promoting Excellence Online: How to Develop Excellent Online Instructors December 12, 2 p.m. EST
Details:
Phil Mixter
passes this on:
Low Tech Teaching Methods in a Flipped Classroom
http://www.microbiologymaven.com/scholarly-teaching/flipped-classroom/
Integrated Learning and e-Portfolios (LONG): http://www.aacu.org/aacu_news/AACUNews13/December13/feature.cfm
edX: new courses http://us5.campaign-archive1.com/?u=1822a33c054dc20e223ca40e2&id=48737a7538&e=ba574bece0
12/04/13
Campus
Technology has two items concerning competency based education (CBD) (let me
point out the examples given are all fairly small schools).
e-Learning
is often part of such coursework.
The
issues for WSU might include:
is
CBD any concern?
and
if
yes, what types of response should be considered?
The
format of this material is CT’s online magazine which I find awkward but
tolerable – the items are an article (p. 12) and an editorial (p. 2).
Here
is the url for this issue of CT: http://online.qmags.com/CPT1213?sessionID=86792E22BEEE10C78FA1AF869&cid=115910&eid=18503#pg1&mode1
Up
on the top you can select the page(s).
Comment: I
think we could find a host of competency based assessments all over campus
associated with a number of courses – we
may not be totally aware of them and we probably do not advertise
them. In STEM instruction we unknowingly
require proof of competency, usually in the form of applications (build a model
of heat transfer in the atmosphere and Earth’s surface– first step in
understanding climate change).
12/03/13
Sent
in by Ana Maria:
7
Assessment Challenges of Moving Your Course Online (and a Dozen+ Solutions)
http://www.facultyfocus.com/articles/online-education/7-assessment-challenges-of-moving-your-course-online-solutions/?utm_source=cheetah&utm_medium=email&utm_campaign=2013.12.02%20Faculty%20Focus%20Update#continue
(a little old but interesting)
Berklee
College of Music – offers fully online BA
(you should hear the all-online orchestra!):
12/03/13
Some comments on the Udacity related item:
This is what I sent:
Question
addressed – can MOOCs be used for unprepared students? Answer: _____________ fill in the blank.
http://chronicle.com/blogs/wiredcampus/academics-to-udacity-founder-told-ya/48667
Another
question: can traditional classrooms be
used for unprepared students? Answer:
_____________fill in the blank.
Hint: Rarely.
------------------------------------------------
First Comment:
Tom
– Thanks for sending these. I’m curious
about your perspective on the difference between “unprepared” and “underprepared”
students. For example, many (many)
students have deficiencies in mathematics (ranging from unprepared to
underprepared) but, perhaps, not in other areas. Some underprepared students benefit from the
opportunity to spend more time on particular topics in on-line courses while
some unprepared students have more universal struggles. Thoughts about that?
My response:
Your
response is far more thoughtful and responsible than mine and I am glad you
emailed me. You correctly pointed out
what I call a spectrum of student preparedness and probably a spectrum in
ability as well as a spectrum in motivation.
We tend to lump two or more of these together.
Where
I was coming from is my ‘old saw’ about the need for face-to-face components;
in the case of remedial math I personally think LOTS of problem solving (with
tutoring) is necessary. It needs to be
interactive AND at a maximized suitable level.
The latter is the most difficult to provide, particularly when a large
number of students are involved (same problem in a 250 student lecture hall
(ours!) for our beginning physics classes.
There
are probably high level ‘tutoring’ sites that may come close to this. However, I think in general MOOCs have not
yet evolved to include a strong tutoring-with-effective-feedback
component.
MOOCs
are evolving and will continue to include what I call add-ons that provide some
type of interactive exercises. We’ll
see.
Response to
response:
Tom
– I’m with you on this (preparedness, motivation, ability). MOOCs are massive and “Darwinian” to some
degree. And, I certainly value face to
face components. I think this is where
the value of hybrid/blended courses may lie for some students. On the other hand, the limited preparedness
of students also means that we should be thinking harder about how we teach in
our introductory courses.
If anyone wants to add to this,
just email it to me and I will relay it. (unless you tell me otherwise, I’ll
keep it anonymous).
12/02/13
Udacity slammed
Question
addressed – can MOOCs be used for unprepared students? Answer: _____________ fill in the blank.
http://chronicle.com/blogs/wiredcampus/academics-to-udacity-founder-told-ya/48667
Another
question: can traditional classrooms be
used for unprepared students? Answer:
_____________fill in the blank.
Hint: Rarely.
Not e-Learning
related but fun: http://www.insidehighered.com/news/2013/12/02/mcgill-professor-manages-turn-down-student-request-and-gain-popularity
11/30/13
U Missouri, Maryland, MIT
Fair amount going
on:
U. Missouri
system reports 26% increase in online activity (they include hybrid
courses): http://www.columbiatribune.com/a/por/um-system-sees-online-classes-riseum-system-sees-percent-jump/article_1702b94c-5407-11e3-befe-10604b9f6eda.html
U Baltimore and
Maryland system: http://www.baltimoresun.com/news/maryland/bs-md-online-classes-20131124,0,7777096,full.story
11/25/13
New Issue of Liberal Education on MOOCs
San
Jose State -- discussion on use of MOOCs:
Clearly emphasizes the necessity for face-to-face components
http://chronicle.com/article/A-Truce-Over-Technology/143229/?cid=wc&utm_source=wc&utm_medium=en
Chuck
sent this in: yay-boos on MOOCs in new
issue of Liberal Education
http://clients.cisend.com/vm2/aebf71d37f040582/25043/85b38de954ff6b763947229f28c3afba
Using Big Data in learning
Two institutions
who are pursuing the use of data to address issues in instruction.
These are not
easy (at least for me) to fully understand what they are trying to do.
1.
Carnegie Mellon – Simon Project http://campustechnology.com/articles/2013/11/14/carnegie-mellon-u-launches-simon-initiative-to-improve-learning-through-science-and-tech.aspx
From
CM’s webpage:
A Data and Methods Repository for Education
The Simon Initiative will create an intellectual commons
for using data from technology-enhanced learning to drive improvements in
achieving learning outcomes. While learning technologies hold great promise for
expanding access to knowledge and skills, there is not enough high-quality,
commonly accessible data to answer fundamental questions about the nature of
learning. Furthermore, quality analytic tools are not generally available to
bring real insight or adequate feedback to students, instructors, course
designers and learning scientists……
2. U. Michigan - (appears to be an other example of using Big
Data—actually sounds like ‘Hal’): http://campustechnology.com/articles/2013/11/19/u-michigan-launches-project-to-improve-stem-teaching.aspx (this is an extension of what they call
MTS -- Michigan Tailoring System)
Below is a
diagram of using BIG DATA to ‘talk to students’ (….“Your having trouble
focusing aren’t you Timmy.”)
(I graduated from
UM so I can be cheeky).
11/18/13
Steve Hines sent
this item regarding traditional learning with small classes vs. (let’s just
call it less traditional, including flipped) methods.
One study cited
is the work by Carl Wieman et al. published in Science Magazine (Deslauriers, L., Schelew, E., & Wieman, C. (2011) Improved Learning in a
Large-Enrollment Physics Class. Science,
332 (6031), 862-86).
I’ve mentioned
him before – he is a Nobel Prize winner in physics who has switched to
education research. He recently moved to
Stanford.
FYI: we are
trying to get him to visit WSU and talk about his studies.
San Jose State
Faculty Uprising: http://chronicle.com/article/Angered-by-MOOC-Deals-San/143137/?cid=wc&utm_source=wc&utm_medium=en
Role of Digital
Agility in the Humanities: http://chronicle.com/article/Angered-by-MOOC-Deals-San/143137/?cid=wc&utm_source=wc&utm_medium=en
11/9/13
Prologue: Some say ‘….times they are a changin’ in
higher ed, others say they are not. I
personally think they are a changin’ and our goal at WSU should be to
respond very intelligently and make changes that improve our output
product (students with MORE capability, insight, inventiveness, ‘true grit’,
and….- add your own).
-----------------
I sent out a few
days ago a url to part of a NYT series on the Disrupters in higher
ed.
Links to the
whole series can be found here:
http://bits.blogs.nytimes.com/2013/11/02/education-life-the-disrupters/
A short but
interesting response from Arthur Levine can be found here: http://www.nytimes.com/2013/11/09/opinion/as-universities-evolve.html?emc=edit_tnt_20131108&tntemail0=y&_r=0
ARTHUR LEVINE: President of the Woodrow Wilson National
Fellowship Foundation, and former president of Teachers College, Columbia
University.
Prologue: Some say ‘….times they are a changin’ in
higher ed, others say they are not. I
personally think they are a changin’ and our goal at WSU should be to
respond very intelligently and make changes that improve our output
product (students with MORE capability, insight, inventiveness, ‘true grit’,
and….- add your own).
-----------------
I sent out a few
days ago a url to part of a NYT series on the Disrupters in higher
ed.
Links to the
whole series can be found here:
http://bits.blogs.nytimes.com/2013/11/02/education-life-the-disrupters/
A short but
interesting response from Arthur Levine can be found here: http://www.nytimes.com/2013/11/09/opinion/as-universities-evolve.html?emc=edit_tnt_20131108&tntemail0=y&_r=0
ARTHUR LEVINE:
President of the Woodrow Wilson National Fellowship Foundation, and former
president of Teachers College, Columbia University.
11/7/13
Public
Institutions vs. Private – more online activity in Public:
http://campustechnology.com/articles/2013/11/05/report-public-institutions-lead-private-in-adoption-of-online-courses.aspx?=CTEL
Florida goes with
e-Learning in big way: http://campustechnology.com/articles/2013/10/29/florida-the-online-state.aspx?=CTEL
Faculty Coalition
( a little bit ‘grunchy’) issues report on Costs: http://campustechnology.com/articles/2013/10/29/florida-the-online-state.aspx?=CTEL
11/4/13
Stanford plays
Catch-up – tell me about it!: http://chronicle.com/article/With-Open-Platform-Stanford/142783/?cid=wc&utm_source=wc&utm_medium=en
Humanities
courses among most popular Coursera MOOCs:
http://www.ecampusnews.com/featured/featured-on-ecampus-news/humanities-coursera-mooc-025/
Coursera: short is better: http://www.forbes.com/sites/georgeanders/2013/10/10/courseras-online-insight-short-classes-are-educations-future/
11/1/13
I
hope you have seen these two announcements- I encourage you to respond:
Questionnaire
on e-Learning based Instruction at WSU
The Provost and
the Teaching Academy are seeking faculty input on technology-enhanced teaching
and learning at WSU. The feedback will
be used for planning classroom facilities, faculty support, student support,
and technology infrastructure. We invite
faculty who are interested in e-Learning to respond to a brief questionnaire
which can be found at: https://docs.google.com/forms/d/1DwVo_Gi5G_AyyIprQ4tLSlcHbeTUyGCH31lGzEP5Jys/viewform Contact:
Tom Dickinson, jtd@wsu.edu.
Proposals requested for support of e-Learning based instruction at WSU
The Offices of
the Provost and Vice Provost for Undergraduate Education are requesting
proposals for financial support to WSU teaching faculty for the development of
new courses and/or revise and upgrade existing e-Learning courses aimed at
designed for on-campus WSU students.
Funding levels up to $5000 for one year are available. Proposals are due on Friday, November 22,
2013. A proposal guide and details of
submission can be found here: http://public.wsu.edu/~jtd/DigitalRelatedLearning/Final
Request for Proposals.pdf
Contact: Tom Dickinson, jtd@wsu.edu.
This contribution
to the NYT summarizes what is happening and is
primarily focused on larger scale
online learning efforts:
Last paragraph:
“As
concepts and skills are taught more effectively online, it’s unlikely that
face-to-face interaction will cease to matter. Instead, students will be able
to arrange for such experiences when it suits the job they need to get done.
Given the reality that we all have different learning needs at different times,
that’s a far more student-centered experience. It may not benefit some colleges
but should create more options for all students.”
Comment (ONE MORE TIME): We (I) want learning to go beyond ‘concepts
and skills’ –- we (I) want students to apply
concepts and skills to advanced critical thinking, problem solving, & creativity – the higher end of what our
brains are capable of – that’s the goal.
[I could give you examples from
physics that would ‘bore you to tears’.] At least to date,
that takes a strong face-to-face component, preferably with a small number of
students.
Relevant to a lot
of our interests:
Responses to the
USA article about the Harvey Mudd ‘results’ on flipped classrooms.
This is what I
sent out:
Preliminary results of a flipped learning study at Harvey Mudd: http://chronicle.com/blogs/wiredcampus/quickwire-flipping-classrooms-may-not-make-much-difference/47667?cid=wc&utm_source=wc&utm_medium=en
USA Today article: http://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/
(by the way: HM students are very good – they would learn
under any teaching format or conditions (e.g., in life raft adrift in the
Pacific). Comparing flipped vs.
un-flipped may not be meaningful).
Responses:
CANVAS
[Regarding
LMS: I’m the LMS for my courses
(small).]
Here is a (brief)
discussion about Canvas: Teaching
on a New Canvas
I looked around
for a comparison with Moodle: Here is
one on Wikispaces (have no idea of its value):
http://canvas-vs-moodle.wikispaces.com/Home
10/31/13
State Department and Coursera - Global
Network of Free Online Courses
NYT article
regarding creation of ‘Learning Hubs’ + MOOCs:
10/29/13
Webinar on Flipping:
This is not an
endorsement but it might be interesting – a webinar (November 19th)
on the Flipped Classroom put on by Sonic Foundry (employing what they call
their MediaSite).
The title: The Up Side of Upside Down: Center for Digital Education
Study Shows Flipped Classrooms Are on the Rise
Here is a url to
the registration (free) click
here
10/28/13
Rock Stars and MOOCs
“Don’t call us
Rock Stars”: http://chronicle.com/blogs/conversation/2013/10/25/dont-call-us-rock-stars/?cid=wc&utm_source=wc&utm_medium=en
10/24/13
Open Access Issues
Summary of an
article on the impact of (O for Open) MOOCs and Open Access Journals – the author
of the article is considering the ‘unbundling’ of sources of learning:
Actual article
(warning –quite long): http://sgo.sagepub.com/content/3/4/2158244013507271.full
Second
warning: the article uses the word
‘disruptive’ way too often (obviously I dislike the current use of the
word). To me, ‘disruptive’ in learning
means to walk into a classroom with a rattlesnake and throw it on the floor. (I
have to admit, it gets student’s attention!).
Nevertheless, the
article is interesting.
10/23/13
flipped learning study - Tom’s E-Learning
Maxim: “Do No Harm”
Preliminary
results of a flipped learning study at
Harvey Mudd: http://chronicle.com/blogs/wiredcampus/quickwire-flipping-classrooms-may-not-make-much-difference/47667?cid=wc&utm_source=wc&utm_medium=en
Suggest you also
read the USA Today article: http://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/
10/21/13
MOOC WARS:
Melanie sent in
this item about concern over MOOCs: http://inthesetimes.com/working/entry/15759/educators_wary_of_tech_fixes_for_college_affordability_crisis/
10/17/13
Opinions
of “chief information officers and other senior IT officials at 451 two- and
four-year, public and private colleges across the United States” as to where
resources related to Digital Learning should be allocated
(e.g., psychiatric help to assist faculty in recovery from
frozen screens):
http://chronicle.com/article/Helping-Faculty-Members-Use/142377/?cid=wc&utm_source=wc&utm_medium=en
10/16/13
Foreign e-Learning
European
MOOCs: http://chronicle.com/blogs/wiredcampus/quickwire-european-mooc-providers-1st-courses-go-online/47387?cid=wc&utm_source=wc&utm_medium=en
Chinese
Consortium:
http://campustechnology.com/articles/2013/10/15/chinese-universities-collaborate-to-launch-portal-for-blended-learning-moocs-on-edx-platform.aspx?=CT21
10/15/13
Read carefully,
including comments; many say the poll has flaws.
Inside Higher
Ed: http://www.insidehighered.com/news/2013/10/15/american-adults-see-online-courses-least-equivalent-most-ways
10/14/13
Take two aspirin
Steve sent in:
Flipping medical
education: http://www.insidehighered.com/news/2013/09/09/stanford-university-and-khan-academy-use-flipped-classroom-medical-education
10/12/13
Frank Bruno’s
column (higher ed crisis): http://www.nytimes.com/2013/10/13/opinion/sunday/bruni-colleges-identity-crisis.html?emc=edit_tnt_20131012&tntemail0=y&_r=0
Bruno provides a
link to the Time Magazine issue on higher ed (several people have mentioned
this):
http://nation.time.com/2013/09/26/the-class-of-2025/
Time
Summit: (I suggest you sit down) held in Sept.: http://nation.time.com/the-time-summit-on-higher-education/
10/11/13
Rebecca has sent
a link to a video of the WSU ‘Flipped’ Workshop held this Monday.
(FYI: The workshop included some very wise panelists.)
Harvard Business
school jumping in:
To set the
tone: They had an ad last August: “…
for a sales and marketing expert who can “develop a deep understanding of the
online-learning market and collaborate with constituents across Harvard
Business School to successfully market and sell HBX’s product line.” (Well, it is a business school!)
10/10/13
MOOR massive
open online research: http://campustechnology.com/articles/2013/10/07/uc-san-diego-team-to-intro-massive-open-online-research.aspx?=CT21#
War? "…a first step in
looking at who is making money, how much, in what ways, and with whose
assistance in online higher education" :
Rutgers
Graduate Faculty Opposes Pearson eCollege Deal http://chronicle.com/blogs/wiredcampus/quickwire-rutgers-graduate-faculty-opposes-pearson-ecollege-deal/47313?cid=wc&utm_source=wc&utm_medium=en
10/9/13
NYT article on
flipped classes (high school): http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?emc=edit_tnt_20131009&tntemail0=y&_r=0
10/3/2013
We’ve talked
several times about using MOOCs in a hybrid/flipped mode; In a recent
talk I mentioned this as a feasible format – one question asked: “If the
lectures you use are by a famous professor from a top rated school, are you not
worried that the reputation of your institution might be diminished?”
Answer:
“That’s a good question!” followed by mumbles.
Here’s Bill Gates
speaking out (focuses on 2 year colleges): http://chronicle.com/article/MOOCs-Could-Help-2-Year/142123/
Sparks fly in
comments.
Cornell jumps
in: http://campustechnology.com/articles/2013/10/03/cornell-enters-mooc-arena-with-4-courses.aspx?=CTEL
10/2/13
Entrepreneurial
Education: http://chronicle.com/article/Education-Technology-Start-Ups/141899/?cid=wc&utm_source=wc&utm_medium=en
10/1/13
Florida’s online efforts – very wide ranging.
Quality issues, costs, management, etc. are discussed.
Why Florida Is the Online
State
http://online.qmags.com/CPT1013?sessionID=86792E22BEED08E555040B3A2&cid=115910&eid=18417#pg1&mode1
Florida is leading the nation with its online education initiatives. A
new online-only public university now
9/30/13
Educational
Buffet: http://chronicle.com/article/The-New-Lifelong-Nonlinear/141867/?cid=wc&utm_source=wc&utm_medium=en
Rebecca sent in
these discussions:
David Cillay's
opinion piece about MOOCs "It's
Time to Redirect the Conversation about MOOCs"
Richard Katz,
former Educause Vice President and WCET Executive Council member, shares
his perspective
http://wcetblog.wordpress.com/2013/09/30/the-audacity-of-moocs/
My humble
opinions:
Clearly the
domination of MOOCs in the press is extremely lopsided and ignores the
significant e-Learning efforts occurring ‘in the trenches’.
MOOCs and online
courses in general are going to continue to evolve. The necessary and
likely advances will be in areas that enhance the ‘beyond lecture’ components
and achieve meaningful interactive learning. Technological developments
will play a very important role in achieving these advances. [Imagine me
as a hologram helping you with your physics problems
With time, more
academic units and institutions will adopt and contract (for $$) mixes of
available online materials and services. Negotiating lectures from one
source, test monitoring from another source, etc. In the near term,
face-to-face will be part of the mix.
At WSU, part (not
all) of us need to keep truckin’ with innovation and experimentation in
e-Learning that best serves WSU on-campus students. For right now, face-to-face
components are essential.
Bottom
line: e-Learning will not go away.
9/27/13
WFU
(wisely) is slowly dipping toe in: http://www.insidehighered.com/news/2013/09/26/fall-pilot-under-way-wake-forest-u-joins-2u-online-course-consortium
9/25/13
NYT
article -- overview of MOOCs
Ana
Maria sent in this item regarding the role of structure in discussions –
relates to both online and face to face:
derived from: Laurel Warren Trufant authored article “Move Over Socrates: Online Discussion is
Here.”
9/23/13
NYT: what’s happening in Europe: http://www.nytimes.com/2013/09/23/world/europe/european-universities-catch-the-online-wave.html?ref=education&_r=0
Libby
Knott sent in this: http://www.thenation.com/article/176037/tech-mania-goes-college?page=0,2#axzz2fjNMdsDy
This
column discusses analogies between change in journalism and education: http://chronicle.com/article/Take-It-From-an-Ex-Journalist-/141779/?cid=wc&utm_source=wc&utm_medium=en
9/20/13
A
little muddled but worth reading: http://chronicle.com/blogs/wiredcampus/employers-and-community-college-students-are-not-sold-on-online-degrees-survey-finds/46765?cid=wc&utm_source=wc&utm_medium=en
MITx and edX initiatives:
http://www.insidehighered.com/news/2013/09/18/mit-announces-two-mooc-sequences-edx-strategy-begins-take-shape
Udemy point of view (rosy):
http://www.insidehighered.com/advice/2013/09/20/essay-mooc-platforms-and-payoff-professors
[Udemy offers a collection of not so free courses and a few
free courses (I looked fairly closely at the computer related courses – all
were for a fee)].
9/19/13
Steve
sent this in:
Free
MOOCs from the UK: http://www.techweekeurope.co.uk/news/futurelearn-launches-free-online-university-courses-127389
FutureLearn
courses: https://www.futurelearn.com/courses
9/18/13
MITx offers a certification for a package
of MOOCs (I think MIT’s reputation will make this successful):
Note
also this short blurb from the NYT:
National Briefing |
Education
Online Classes Move Closer to
Degree Programs
By TAMAR LEWIN
Published: September 17, 2013
Coursera and edX, the two largest providers of massive
open online courses, or MOOCs, are inching closer to offering degree programs,
although the courses so far carry no academic credit. Coursera is now offering
courses from the University of Pennsylvania’s Wharton School, covering most of
its MBA program’s first year curriculum. And Edx is starting two “sequences,”
linked courses in a particular discipline. Both are from MIT: Foundations of
Computer Science, a set of undergraduate courses that will begin this fall, and
Supply Chain and Logistics Management, a set of graduate level courses that
will begin in fall 2014.
Here
is the link: http://www.nytimes.com/2013/09/18/education/online-classes-move-closer-to-degree-programs.html?emc=edit_tnt_20130917&tntemail0=y&_r=0
9/14/13
Steve
Langford sent this in: http://www.theatlantic.com/technology/archive/2013/09/the-post-lecture-classroom-how-will-students-fare/279663/
A very human (MIT) MOOC story: http://www.nytimes.com/2013/09/15/magazine/the-boy-genius-of-ulan-bator.html?emc=edit_tnt_20130913&tntemail0=y&_r=0
9/11/13
MOOC
on Creativity: http://campustechnology.com/articles/2013/09/09/creativity-mooc-draws-120000-students.aspx?=CTNU
Meeting
on Emerging Technologies for Online Learning: http://sloanconsortium.org/conference/2014/et4online/welcome
edX
Google collaboration: http://chronicle.com/blogs/wiredcampus/google-and-edx-create-a-mooc-site-for-the-rest-of-us/46413?cid=wc&utm_source=wc&utm_medium=en
Help
for middle agers:
Part
I: http://www.nytimes.com/2013/09/04/booming/answers-for-middle-aged-seekers-of-moocs-part-1.html
9/7/13
edX
– new courses: http://us5.campaign-archive2.com/?u=1822a33c054dc20e223ca40e2&id=ff9c9416c8&e=ba574bece0
6/20/13:
NYT
article hits on campus-debates over online classes:
http://www.nytimes.com/2013/06/20/education/online-classes-fuel-a-campus-debate.html?ref=education
It
mentions a report from the Committee
on Institutional Cooperation (mostly Big 10 schools)
– also discussed in a Chronicle article: http://chronicle.com/article/Universities-in-Consortium/139919/?cid=wc&utm_source=wc&utm_medium=en
6/20/13 We will have our 2nd Meeting
on Monday, June 24th at 3:00 pm in Lighty 405.
In
contemplating a focus area for this meeting I was thinking about E-Learning
issues regarding course quality, i.e., depth, rigor, pace, range of
coverage.
I’m
particularly concerned about students improving their reasoning/cognitive
skills (e.g. logic), as well as their problem solving ability.
Of
course, promoting the difficult task of stimulating creative problem solving is highly valued.
THEN
THIS MORNING:
Carol
Anneli forwarded an email to me she received from Steve Hines containing his
comments on an essay discussing:
….the question of knowledge (e.g. content) versus process (e.g.
problem solving skills). The
contents of Steve’s email are BELOW The essay addresses how content and process are
intertwined.
I would like to propose as our Agenda for this 2nd
meeting issues that are related to the balance between content and problem
solving (by problem solving let us include critical reasoning and attacking
challenging applications of the “content part”).
2nd MEETING AGENDA
1. What are the issues each of us face in terms
of balancing Content vs. Problem Solving
in our courses (both face-to-face AND planned/executed E-Learning based
courses)?
2. What are your opinions of “How are we/they
doin’ !? (stolen from Ed Koch http://www.nytimes.com/2013/02/02/nyregion/edward-i-koch-ex-mayor-of-new-york-dies.html?pagewanted=all&_r=0)
3. What approaches and course designs encourage
and drive the problem solving part
(particularly involving E-Learning based courses).
4. Other?
Any
preparation you could make that would help us understand your
experiences/opinions/ideas would be very helpful and appreciated.
Here
are Steve Hines’ comments and Essay by Annie Paul
The following short essay is from Annie Murphy Paul’s monthly
newsletter “The Brilliant Report”, which is focused on the “latest intelligence
on learning”.
The essay is ostensibly another take on the role of technology in
teaching and learning. However, the part that caught my interest was more
about the question of knowledge (e.g. content) versus process (e.g. problem
solving skills).
This has been a much discussed issue in my years at WSU.
Many of us struggle with how much content we should be teaching. (Curiously,
we are often much more confident in our assertion that OTHER INSTRUCTORS are
teaching way too much useless, irrelevant facts.) A few of us argue
that that almost all facts are irrelevant and all that really matters is that
we teach problem solving skills. The facts will change. No one can
possibly remember, let alone use, all the information we try to transfer into
our students. Our students, like us, will need to look things up, do
online searches, etc. We should be teaching them processes, including how
to find information they need and to assess the quality of that
information. It’s hard to argue with some of this.
And yet, clinicians in particular talk about the concept of “walk
around knowledge” – knowledge that we have in our pockets and at the tips of
our tongues where it is ready to be used – quickly, if necessary. It’s a
concept I’ve always liked, even though I’m not sure we could ever all agree on
what that core knowledge might be. Still, who wants to take their sick
animal to a veterinarian who always says, “wait a minute, while I Google this”?
It turns out that this is false choice. As cited below, Dan Willingham and others have shown that “critical thinking processes
such as reasoning and problem solving—are intimately intertwined with factual
knowledge that is stored in long-term memory (not just found in the
environment).” Knowledge helps bring more knowledge, improves thinking,
and helps us solve problems, as noted below in the Case of the Pacific
Northwest Tree Octopus.
Learning isolated facts, especially the incredible number of facts
we try to stuff into our students, is almost certainly a mistake.
However, the critical thinking and problem solving skills we most want to
instill in our students operate inefficiently and are mistake prone in the
absence of a solid knowledge base. I’m probably much slower than most in
making peace between these two goals. However, I’m probably not alone in
still struggling with finding the appropriate balance. And I suspect the
correct balance shifts as our students advance through their programs.
Sorry to ramble, yet again. I hope a few of you might read
on and comment on Dr. Paul’s essay.
Thanks, S
**************************
Rules for thinking with tech –
Annie Murphy Paul website
Is technology making us stupid—or smarter than we’ve ever been?
Author Nicholas Carr memorably made the case for the former in his 2010 book The
Shallows: What The Internet Is Doing To Our Brains. This fall we’ll have a
rejoinder of sorts from writer Clive Thompson, with his book Smarter Than
You Think: How Technology Is Changing Our Minds For The Better.
My own take: technology can make us smarter or stupider, and we need
to develop a set of principles to guide our everyday behavior, making sure that
tech is improving and not impeding our mental processes. Today I want to
propose one such principle, in response to the important question: What kind of
information do we need to have stored in our heads, and what kind can we leave
“in the cloud,” to be accessed as necessary?
The answer will determine what we teach our students, what we expect our
employees to know, and how we manage our own mental resources. But before I get
to that answer, I want to tell you about the octopus who lives in a tree.
In 2005, researchers at the University of Connecticut asked a group of seventh
graders to read a website full of information about the Pacific Northwest Tree Octopus, or Octopus
paxarbolis. The Web page described the creature’s mating rituals,
preferred diet, and leafy habitat in precise detail. Applying an analytical
model they’d learned, the students evaluated the trustworthiness of the site
and the information it offered.
Their judgment? The tree octopus was legit. All but one of the pupils rated the
website as “very credible.” The headline of the university’s press release
read, “Researchers Find Kids Need Better Online Academic Skills,” and it quoted
Don Leu, professor of education at UConn and co-director of its New Literacies
Research Lab, lamenting that classroom instruction in online reading is
“woefully lacking.”
There’s something wrong with this picture, and it’s not just that the arboreal
octopus is, of course, a fiction, presented by Leu and his colleagues to probe
their subjects’ Internet savvy. The other fable here is the notion that the
main thing these kids need—what all our kids really need—is to learn online
skills in school. It would seem clear that what Leu’s seventh graders really
require is knowledge: some basic familiarity with the biology of
sea-dwelling creatures that would have tipped them off that the website was a
whopper (say, when it explained that the tree octopus’s natural predator is the
sasquatch).
But that’s not how an increasingly powerful faction within education sees
the matter. They are the champions of “new literacies”—or “21st century skills”
or “digital literacy” or a number of other faddish-sounding concepts. In their
view, skills trump knowledge, developing “literacies” is more important than
learning mere content, and all facts are now Google-able and therefore unworthy
of committing to memory.
There is a flaw in this popular account. Robert Pondiscio, executive director
at the nonprofit organization CitizenshipFirst (and a former fifth-grade teacher), calls it the “tree
octopus problem”: even the most sophisticated digital literacy skills won’t
help students and workers navigate the world if they don’t have a broad base of
knowledge about how the world actually operates. “When we fill our classrooms
with technology and emphasize these new ‘literacies,’ we feel like we’re
reinventing schools to be more relevant,” says Pondiscio. “But if you focus on
the delivery mechanism and not the content, you’re doing kids a disservice.”
Indeed, evidence from
cognitive science challenges the notion that skills can exist independent of
factual knowledge. Dan Willingham, a professor of psychology at the University
of Virginia, is a leading expert on how students learn. “Data from the last
thirty years leads to a conclusion that is not scientifically challengeable:
thinking well requires knowing facts, and that’s true not only because you need
something to think about,” Willingham has written. “The very processes that
teachers care about most—critical thinking processes such as reasoning and
problem solving—are intimately intertwined with factual knowledge that is
stored in long-term memory (not just found in the environment).”
Just because you can Google the date of Black Tuesday doesn’t mean you
understand why the Great Depression happened or how it compares to our recent
economic slump. And sorting the wheat from the abundant online chaff requires
more than simply evaluating the credibility of the source (the tree octopus
material was supplied by the “Kelvinic University branch of the Wild Haggis
Conservation Society,” which sounded impressive to the seventh graders in Don
Leu’s experiment). It demands the knowledge of facts that can be used to
independently verify or discredit the information on the screen.
There is no doubt that the students of today, and the workers of tomorrow, will
need to innovate, collaborate and evaluate, to name three of the “21st century
skills” so dear to digital literacy enthusiasts. But such skills can’t be
separated from the knowledge that gives rise to them. To innovate, you have to
know what came before. To collaborate, you have to contribute knowledge to the
joint venture. And to evaluate, you have to compare new information against
knowledge you’ve already mastered.
So here’s a principle for thinking in a digital world, in two parts: First, acquire
a base of fact knowledge in any domain in which you want to perform well.
This base supplies the essential foundation for building skills, and it can't
be outsourced to a search engine.
Second: Take advantage of computers’ invariant
memory, but also the brain’s elaborative
memory. Computers are great when you want to store information that
shouldn’t change—say, the date and time of that appointment next week. A
computer (unlike your brain, or mine) won’t misremember the time of the
appointment as 3 PM instead of 2 PM. But brains are the superior choice when
you want information to change, in interesting and useful ways: to
connect up with other facts and ideas, to acquire successive layers of meaning,
to steep for a while in your accumulated knowledge and experience and so
produce a richer mental brew.
That’s one principle for thinking in a digital world; over the next few months
I’ll be introducing others. Now, your turn: Have you discovered any rules for
using your mind in a world full of technology? I’d love to hear about them; my
contact info is below. –
Annie Murphy Paul annie@anniemurphypaul.com website
6/19/13
Examining
some opinions from some
Virtual Universities to US MOOCs:
Almost
unrelated were some important comments by Sanjay Sarma, MIT’s director of digital learning made at annual meeting of the Learning
International Networks Consortium (emphasis mine):
· He acknowledged that most
students who succeed in edX courses are from well-educated families. “We could probably do better in reaching
students who have fewer resources,” he said.
· Mr. Sarma, a mechanical-engineering professor,
stressed that a major goal for MIT in experimenting with MOOCs is to
reform teaching on its own campus.
· “Already we have over 10 courses using the edX
platform not for external courses but for internal use,” he said. Professors
are also experimenting, he said, with “flipped classrooms,” in
which they assign lecture videos for homework and use class time for more-interactive
exercises or discussions.
·
“We didn’t do this
because it’s a fad. OK, we did it a little because it’s a fad,” he said,
eliciting a laugh from the audience. But he argued that technological developments
from MOOCs could greatly improve what happens on the campus. “Professors,” he
said, “need to know how to dance with this technology.”
MOOCs
and Learner Initiated Learning:
http://campustechnology.com/articles/2013/06/19/moocs-and-learner-initiated-learning.aspx?=CTCLV
6/18/13
Report
on First Meeting (Mon. 6/17/13):
1. TD talked about some
of the issues he(I) felt were important
(pdf can be found here: http://public.wsu.edu/~jtd/DigitalRelatedLearning/E_L
Group Presentation June_17_2013.pdf )
2. TD: Nomenclature:
Got rid of Digital Related Learning and
agreed to use the term E-Learning with
caveat that we all mean that the courses include some form of online
component(s).
3. We ‘clarified’
blended, hybrid and flipped classes (realizing not always well defined and not
always differentiated – TD is still confused TOO MANY TERMS with nearly
identical meaning!);
(Skip this part (3) if you don’t
care)
HERE ARE SOME DEFINITIONS OFF OF THE WEB (fyi: several sites said blended = hybrid =
flipped).
Blended: Blended
Classrooms are those that utilize online content and tools as integral aspects
of instruction.
(wiki) A program in which a student learns at least in
part through online delivery of content and instruction with some element of
student control over time, place, path, and/or pace.
Penn State:
A
blended learning approach combines face to face classroom methods with
computer-mediated activities to form an integrated instructional approach. In
the past, digital materials have served in a supplementary role, helping to
support face to face instruction. For
example, a blended approach to a traditional, face to face course might mean
that the class meets once per week instead of the usual three-session format. As of
now, there is no consensus on a single agree-upon definition for blended
learning.
OK,
bottom line: blended = some mix of
online and face-to-face learning
Hybrid:
(wiki):
Hybrid courses, also
called blended
learning, blend
face-to-face interaction such as in-class discussions, active group work, and
live lectures with typically web-based educational technologies such as online
course cartridges, assignments, discussion boards, and other web-assisted
learning tools.
A hybrid course is
defined as one for which a portion of the scheduled face-to-face classroom time
is replaced consistently throughout the course duration by required activities
completed at distance and managed online.
The term "hybrid course" (a term we use
interchangeably with the term "blended learning") names a model of
course design that combines traditional, face-to-face class time with online
and out-of-class course work. Often we
define hybrid courses as those where 25% to 50% of the traditional face-to-face
class time is replaced with online or out-of-class work.
OK: I think one debate
may be the following: Some consider
Online Lectures + Online add-ons (online discussions; homework; quizzes; maybe
exams) as hybrids. The definitions
stated above imply face-to-face contact some
of the time. Correct me if I am
wrong, but this package sounds like a current MOOC with all the bells and
whistles.
Flipped:
(wiki): Flipped classroom is a form of
blended learning in which students watch lectures online and work on problem
sets with other students in class. This approach allows teachers to spend more
time interacting with students instead of lecturing. This is also known as backwards
classroom, reverse
instruction, flipping the
classroom and reverse teaching.
In “flipped classes” students use technology at home to watch online video
lectures, demonstrations, and explanations of assignments. Class time is
spent doing what is traditionally called “homework." The teacher in
a flipped classroom is a learning facilitator, able to work one-to-one with
students, clarify assignments, and offer help as needed. Classmates can
work together on in-class assignments, engage in discussions, or collaborate on
projects.
OK: the main distinctive difference between
blended/hybrid (WITH a face to face component) and flipped is ??? Seems to me they are pretty close.
Big
Bottom Line: The important thing is to
find what works best for the ‘customer’ (e.g., WSU student).
Hope
that does it!
4. Back to Meeting: Discussion – some of the comments and topics:
·
Clear desire for group being
involved in helping WSU find its mission regarding E-Learning
·
The need to address issues
of resources and support for individual faculty members producing courses
·
There seems to be part of
the group wishing to emphasize development and use of MOOCs; others wishing to
emphasize E-Learning designed for on-campus WSU students. I assume the latter would generally contain a
face-to-face component. I think we can
address both interests; for the time let’s try.
·
Universal trashing of Angel!
A strong desire to do something about it.
·
Brief discussion of the
Global Campus capabilities – at some point need to return to this in context of
the wide range of needs of WSU instructors.
·
Briefly discussed issues of
involvement of T.A.s vs. Instructors in the Course.
5. We’re going to meet again next Monday at 3:00
pm (the Doodle Poll last time gave this high marks for a meeting day/time). I’ll get back to you for a place – branch
campus people – please let me know if you are going to attend so I can arrange
a connection).
Everyone is invited so please try to
come.
I will make up an agenda in a few days (your suggestions are welcome)
and send it out to you.
--------------------------------------------------------------------------------------------------------------------------------
6/18/13
Some
Links:
Ana Maria sent this in (from the Chronicle – Wired Campus)—MOOC
issues galore:
http://chronicle.com/blogs/wiredcampus/?cid=megamenu
Rebecca sent this in (a Coursera disaster):
She also sent the following links to some GC resources:
Tom,
Here are some links to resources participants in our group may
find helpful
1. Global
Campus eLearning website with resources for instructors interested in using
technology to support their teaching: http://teach.wsu.edu/
2. Global
Campus Online Instructor Certification: http://online.wsu.edu/courses/certification/
3. http://www.academicpartnerships.com/docs/default-document-library/newbooklet10_single.pdf?sfvrsn=2
--------------------------------------------------------------------------------------------------------------------------------
6/8/13
Recent item from the Chronicle:
Small but measurable improvement reported.
Probable
Huge Factors: The amount of offline
help offered, the amount actually used by students, and the quality of such.
6/6/13
Issues for consideration in E-Learning Study/Working Groups in
an institution
· Why consider
increasing our institutional participation in E-learning?
· Examining studies
and anecdotal statements (pro and con) on the plusses and minuses of various
types of E-learning and platforms
· Consequences and
ramifications to the Institution if significant numbers of E-learning courses
are adopted for credit.
Assuming
use an increase of E-learning courses at an institution:
· SUPPORT and
resources needed.
· Deciding on basic
format(s) to be used (use an existing MOOC, self–produced, recording live
lectures, talk-over PowerPoint, etc.)
· Role of existing
resources at your institution.
· What features work
(e.g., face-to-face sessions; labs; methods of handling questions; chat rooms,
etc.)?
· What are the
problems (opinion: each type of E-learning format have issues)?
· What production
systems/programs are recommended (e.g., Tegrity, Camtasia, ---)?
· Which platforms
(Moogle, Tegrity, YouTube, iTunes U, Adobe Connect, WizIQ, etc.) should be encouraged?
· How to develop and
execute E-learning courses (for sure, curriculum dependent) and
challenges.
· Others issues
dealing with production and execution.
6/6/13
Subject: As California goes, so goes the Nation
California Senate passes Credit for MOOCs; many unhappy faculty
members:
The possibility of top-down mandates like this arising in
Washington suggests to me we better get our act together.
As I mentioned in various emails, I see the issues that need
addressing: (forgive me: DRL == Digital Related Learning)
· Why consider
increased participation in DRL at you’re institution?
· Examining studies
and anecdotal statements (pro and con) on the plusses and minuses of various
DRLs and platforms (this is a baggy)
· Consequences and
ramifications to the institution if significant DRL courses are adopted for
credit.
Assuming
DRLs increase:
· SUPPORT needed
· What features work
(e.g., face-to-face sessions; labs; methods of handling questions; study
groups, etc.)?
· Which platforms
(Moogle, Tegrity, YouTube, iTunes U, etc.) should be encouraged at your
institution?
· How to do it (for
sure, curriculum dependent) and challenges in execution.
June
04, 2013
Florida mandate for digital learning.
Other states are requiring some % of digital and/or online
courses.
This is all for K-12 but has implications for higher ed (e.g.,
teaching the teachers to teach; possible expectations of students entering
universities/colleges).
http://www.educationnews.org/technology/florida-looking-to-go-digital-increase-student-tech-use/
May 31, 2013
Open
Learning Leader moves to Stanford -- http://www.insidehighered.com/news/2013/05/28/candace-thille-moves-stanford
The significance: Stanford U. wants to seriously
research/study online learning.
“….Thille and Stanford officials alike believe that by merging
her experience in building high-quality, data-driven, open online courses with
Stanford's expertise in research on teaching and learning – notably its focus
on how different types of students learn in differing environments – the
university can become a center of research and practice in the efficacy of
digital education.”
May 31, 2013
Subject: NYT article Universities and Coursera
Coursera signs up several University systems to use their
system. Both with credit as is or in a flipped, blended, hybrid form.
“..Joining Coursera will be the State University of New York
system, the Tennessee Board of Regents and the University of Tennessee systems,
the University of Colorado system, the University of Houston system, the
University of Kentucky, the University of Nebraska, the University of New
Mexico, the University System of Georgia and West Virginia University.
May 28, 2013
Subject: a few items
New Yorker Article – stylish, a little naïve, not
enough on flipped hybrid blended. Nevertheless, up to date and
comprehensive. Attempts to differentiate what top schools are doing and
the ‘rest of us’, and where it might be headed. http://www.newyorker.com/reporting/2013/05/20/130520fa_fact_heller
Atlantic: Brief write-up on flipped:
http://www.theatlantic.com/sponsored/workforce-of-tomorrow/archive/2012/05/flipped-classrooms-promote-personalization-in-higher-education/257784/
The
Wired Blog (4/2012) item mentioned in the Atlantic write-up; (quite
focused and real): http://www.wired.com/geekdad/2012/04/flipping-the-classroom/
Physics Today, a discussion pointed
at science and technology (balanced): http://www.physicstoday.org/resource/1/phtoad/v66/i3/p26_s1
May 24, 2013
Subject: study of hybrid vs. traditional courses
A data based study of hybrid vs. traditional higher ed.
courses. The course subject chosen was statistics. I think it has
useful results; it addresses relative outcome (~ the same – agrees with other
studies) and potential savings (initial costs high; accrue savings with time).
Includes some opinions about general issues.
Some other observations, in my opinion, might be limited to the
area chosen – e.g., I question if all would apply to physics.
Nevertheless, a useful study:
http://educationnext.org/online-learning-in-higher-education/
May 20, 2013
Subject: Distance Learners come to campus
First
let me repeat that my personal interest is developing/improving courses for
on-campus students
Nevertheless,
while sitting on an airplane eating my little bag of pretzels I came up with a
‘great idea’ for developing a meaningful for-credit online course. Here
are the notes I made:
Meaningful for-credit course:
Start with an award winning MOOC lectures (possibly
home-made); have an email / Facebook arrangement for answering questions
asap; reading assignments, homework;
THEN: an intense on-campus session (HOW LONG????) to
review, answer additional questions, do assigned problems followed by in-class
solutions; quizzes (two kinds- tutorial; "testing type") , and
exam(s).
Could require as much a 2 weeks!
Might appeal to older students with jobs/families.
This would have a similar form to on-campus versions like I ran
which includes the weekly face-to-face sessions; latter replaced by the student
“visit(s)” to campus.
When I got back I browsed around – and AS USUAL –
it was already being done (please spare me your “where have you been?”
comments!):
Recent
article in the Boston Globe: http://www.bostonglobe.com/business/2013/05/18/hybrid-degree-programs-can-provide-best-both-worlds/C4HzPctO25DshB2BIQUqyK/story.html
This
article describes nearly the same format as I suggested but includes
interesting variations and student comments. The writer calls
the format (which should drive wiki mad): “hybrid,” “blended,” or “low-residency”.
One
interesting point: the various options for handling the on-campus
components and the time required.
If
you Google: low residency online learning
you will see tons of existing courses and discussion.
One
thought ((again, probably not an original idea): Suppose you run the
above in parallel with an on-campus version (same online lectures) – you
could also record the tutorial – question answering – demonstration sessions
and make them available to the enrolled distance students.
Bottom
line: It appears that some students will travel to and participate
in these on-campus sessions.
(my opinion,
again) Without face-to-face it won’t be worth credit.
I personally think
a full credit course which meets our/your institution’s standards could be produced.
Issues:
Enrollment;
effort/time to produce and run, costs (e.g., would require a team); inexpensive
housing?
5/18/2013
This
has been written up in several places:
San Jose State Philosophy Dept. react to MOOCs. http://www.nytimes.com/2013/05/03/education/san-jose-state-philosophy-dept-criticizes-online-courses.html?ref=education&_r=0
Comment:
one of their major complaints about MOOCs would be avoided with appropriate
hybrids.
At
end: the statement:
Many college presidents, too, are MOOC skeptics.
In a Gallup poll released Thursday, most of the 889 presidents surveyed said they
did not expect online education to solve colleges’ financial challenges or
improve all students’ learning.
Comment: finances – I agree if quality
learning is demanded, it won’t save money. (but do not forget, legislatures
don’t understand this).
To aim for
improved learning –
1.
more experiments need to be carried out.
2.
There is a lot of evidence that a lot of our traditional
methods are not working.
Although controversial – look at Richard Arum
and Josipa Roksa's study of the quality of undergraduate education, Academically
Adrift: Limited Learning on College Campuses.
A
few of Arum and Roksa’s conclusions:
·
45 % of students in the study failed to significantly improve
their writing, critical-thinking , complex reasoning skills, as measured by the
Collegiate Learning Assessment, during their first two years of college.
·
Through their senior years, 36 % of students failed to
improve.
· the number of hours spent preparing for coursework has
reduced by half in recent years, (from 25 to 12 or 13); and that 36 percent of
students reported spending 5 or fewer hours per week, studying alone.
Last item: obviously if students are
unmotivated, courses with online components would be just as ineffective
as face-to-face. Five hours a week?? They’re sure not physics majors!
Current status of my micro MOOC (a flipped junior senior physics
class):
The lectures I have put online are designed for a normal advanced
physics class and not distributed.
It is the second semester of an Electrodynamics class that
involves the use of a wide range of sophisticated mathematics. It required two
face to face meetings/week included answering questions, tutorials, problem
examples, and quizzes (one /week).
The lectures could
eventually serve as a free self-taught, no certificate, no credit set of
lectures OR the lecture part of a hybrid class at any appropriate institution
where credit would be earned and given.
My overall opinion is they MOOCs alone are enough to grant
college/university credit; I repeat my opinion below (for online related
courses): hybrids only.
You have to have effective mechanisms to provide
recitation: discussion, tutoring (including problem solving issues),
quizzing, and substantive examinations. Such a combination allows the
course credit to match what we have offered in the past.
The major advantages to the student:
BETTER LECTURES. I spend ~4-5 times longer preparing to
record them. (BYT I use PowerPoint presentations, record with no view of
me –students call me “Golden Throat”, I use Tegrity -- some institutions
“join” for a fee – students can easily access online the completed lectures
with their student ID. I spend over an hour editing each lecture ( you
learn some time saving skills after a while).
STUDENT VIEWING as many times, any time anywhere; they can stop
and start to take notes, focus on details, etc.
CLASS TIME (2 hours /week described below) is much more focused
on their interests and problems. I also do demos and raise questions (followed
if necessary by answers) to broaden the depth of their experience – such
questions often make a student realize the current level of their
understanding. Of course quizzes and exams are held during these
sessions.
BIGGEST PROBLEM SO FAR: Finding ways to keep them on schedule
in terms of careful viewing of the lectures, so that they acquire in-depth
understanding.
They tend to put this off until the last minute. I
could go on – perhaps the root of the problem is ‘I’m too nice a guy’.
That said, the old live lectures 3 times a week were clearly not
working. The level of understanding and the gaining of ability to apply
the material was dismal.
--------------------------------------------------------------------------------
April 22, 2013
Subject: two out of three cheers ain't bad
Here is a NYT piece (somewhat flippant) about MOOCs. http://www.nytimes.com/2013/04/21/opinion/sunday/grading-the-mooc-university.html?hp&_r=0
It supports my position that MOOCs are not enough alone; the one
– two per week tutorial/quiz/testing sessions I have been pushing are
necessary.
Again, I repeat myself: The main reason for someone
creating and putting online a high class, jazzy MOOC is for the visibility to
the institution, a college, a department, and a professor. Mini-MOOCs
(like I am creating) are useful for in-house use.
I have written both edX and Coursera about how they are handling
university level hybrid (flipped, blended, etc.) courses in terms of
registration, student interactions (they offer a wide range of student oriented
services) and other issues.
Will report back if/when I hear from them.
April 19, 2013
Subject: teaching Chemistry flipped
I may have sent this to some of you already – if so please
ignore.
It’s a little too “sunny” but describes using a flipped approach
to teach chemistry. She used Tegrity which I am currently using made
available by my university (Washington State U.)
The basic concept is what I am personally pursuing and
suggesting for appropriate higher learning classes.
April 05, 2013
Subject: David Brooks Column
David
Brooks in a NYT column entitled “The Practical University” makes some points about
universities and types of learning; it is incomplete but challenging.
His
first sentence: “What is a University for?”, meaning today, which
clearly needs to be addressed periodically by all of us. Most obviously
missing from his take is the “non-practical’ part of our offerings.
In
spite of him leaving out student exposure to the basic humanities as a
desirable goal, his comments are provocative and address issues involving
online learning from his perspective.
If
you read it, look at some of the comments ( I recommend you chose Readers
Picks).
http://www.nytimes.com/2013/04/05/opinion/Brooks-The-Practical-University.html?ref=opinion&_r=0
jtd’s Bottom Line Response:
I rarely fully agree with Brooks -- but I have to say I am always
stimulated by his comments. In this case, to me this column is a
significant starting point for very serious discussions about where we are
going, where do we want to go and how to get there. Concerning the
latter, the role of online technology would be necessary to include.
April 03, 2013
Subject: Outsourcing via MOOCs
This article in Campus Technology (among other things) talks
about outsourcing course work via online courses; includes speculation on
impact on universities, and the issue of giving credit.
http://online.qmags.com/CPT0413?sessionID=86792E22BEEA0C8C06C9BA2B0&cid=115910&eid=18101#pg1&mode1
April 02, 2013
Subject: Hiring MOOC students; Harvard -- Greek Gods
1. American RadioWorks runs a podcast on education.
Recently they had a short piece on high tech companies using Coursera to search
for course participants to hire (e.g., software engineers). Companies pay
Coursera to search their student list info for the types of people they want
and then contact potential hires.
Some companies are saying that a college degree may not matter
to them.
Sorry, I cannot find a transcript - it’s ~ 9 minutes
long. https://soundcloud.com/americanradioworks/american-radioworks-mooc
2. Harvard using alumni (volunteers) to teach the Ancient
Greek Hero as a MOOC. A) Free TA’s! B) a popular Harvard
humanities course.
April 01, 2013
Subject: RE: MIT tech review; etc.
In the recent issue of Science Magazine(3/22/13) the following
editorial appeared (Two Revolutions in Learning):
http://www.sciencemag.org/content/339/6126/1359.full
It
calls for seeking optimal teaching structures/combinations + evaluation; the
need to experiment and innovate is implied.
(One
caveat: these folks are into learning research so they may be a
self-serving component).
Nevertheless,
to experiment, innovate, and evaluate, you need to be doing something-support
is needed.
t
March 20, 2013
Subject: RE: MIT tech review; etc.
Nature article reprinted in Scientific American:
March 15, 2013
Subject: MIT tech review; etc.
MIT Technology Review has a series on online ed: The
Power of Digital Education.
Here are a few (some deal with international
implications).
[Please remember my personal position: for credit:
sessions for tutoring, quizzes, exams should be off-line. MOOCs are a
tool.]
several refer to this (lengthy): http://www.technologyreview.com/featuredstory/429376/the-crisis-in-higher-education/
http://www.technologyreview.com/news/506351/the-most-important-education-technology-in-200-years/
A little old (from Atlantic): http://www.theatlantic.com/business/archive/2012/05/the-big-idea-that-can-revolutionize-higher-education-mooc/256926/
Speaking about a tsunami it opens with:
In the historic sweep of
technology, higher education stands apart as a bastion of old-fashioned
thinking. But in anticipation that the information revolution is coming for
colleges, Ivy League colleges are competing to create online classes without
the Ivy League price tag and without the Ivy League admission hurdles. In a
recent article in the New Yorker, the President of Stanford, John
Hennessy said, "There's a tsunami coming."
Daphne Koller, a professor of
Computer Science at Stanford University and the co-founder of Coursera, a free
online classroom, believes that Hennessy is right. "The
tsunami is coming whether we like it or not," she said. "You can be
crushed or you can surf and it is better to surf."
March 5, 2013
Subject: U Maryland's Chief Information Officer talks
U Maryland's Chief Information Officer talks about their
activity and views on MOOCs
(note: mentions flipped classrooms) in Campus
Technology. I highly recommend the video—addresses why UM is doing
this. (jargon: disruptive == earth shaking).
Warning – if you want to go BACKWARDS use button on
left < ; stay away from |<
(at least on my browser).
http://online.qmags.com/CPT0313?pg=9&mode=1#pg9&mode1
March 4, 2013
Subject: FYI: Online Testing, expansion of MOOCs
The “flipped” course I am teaching (E&M) has 2 hours of face
to face/week so I currently am not concerned with online testing and quizzing
(all tests and quizzes are in class).
However, this NYT article talks about the various “services”
designed to help control cheating:
I have no idea if this is effective. It seems to be
targeted at large class sizes.
Expansion of MOOCs: http://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html
January 28, 2013
Subject: Tom Friedman on MOOCs, etc.
Tom Friedman recently wrote this column:
http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html
Here is his earlier column on Coursera : http://www.nytimes.com/2012/05/16/opinion/friedman-come-the-revolution.html
Please remember my personal position: for credit:
sessions for tutoring, quizzes, exams should be off-line. MOOCs are a
tool.
January 24, 2013
Subject: Online: for credit??
Offering courses and degrees for credit is escalating.
Here is a recent NYT article:
My take: Some of these efforts for off-campus learning may
be adequate, but without incredible ‘backup’ in place, I am very skeptical.
Issues for off-campus online learning:
·
Who did the work?
·
The level of rigor and accomplishment
·
Online quizzes and exams (see above - true false and multiple
choice do not cut it)
·
Extent of promoting critical thinking and problem solving
abilities
·
Level and extent meaningful contact and of serious discussion
with instructor and fellow students
·
How are laboratory and/or studio experiences addressed?
I know some of these issues are being addressed (i.e., forms of
‘backup’); I would argue that they have to be seriously evaluated.
If an institutions’ courses/degrees off campus learning and
degrees for credit, the issues above (and perhaps others) need to be
considered. Certificates, no problem. Credit? Unless the
outcomes are equivalent or better than what we do on campus, no way.
Why? For the same reason MIT, Harvard, and Stanford are
not giving credit for their online courses. It’s called Standards.
My current focus is using online lectures for an on-campus
course with live sessions for questions, tutoring, quizzes, and exams.
As I mentioned earlier, this is not easy. (I hope the
students are working as hard as I am).
My electrodyamics class, very preliminary and anecdotal:
two students told me it takes them ~ 2 hours to dissect and understand the
derivations and examples that I am presenting in the ~30 minute recorded
lecture. That makes my heart soar like eagle (because they ‘get it’).
Tom
January 17, 2013
Subject: Another NYT article + fyi
FYI: I now have 6 lectures (some short, some long)
recorded for my Junior/Senior E&M class – creating each one is like an
uphill Sisyphean trip. We are meeting 2 times a week for questions and
quizzes. The latter is necessary to keep them engaged and in synch.
The students say I talk too slow – fortunately, Tegrity has a
fast slow slider on the viewer that goes up to x2 in speed (1.25 makes me
human). Saved by the slider!
Here is another NYT article, primarily about California –focuses
on use of MOOCs for remedial learning.
Tom
January 8, 2013
Subject: FYI: + Another NYT article + old stuff sent earlier
Greetings:
FYI:
I’m proceeding at an attempt to teach a junior senior Electrodynamics class this
semester with ONLINE lectures (+ reading assignments from their text + assigned
problems). I tried unsuccessfully to find a MOOC on the web to provide
lecture material for this level physics course. A Stanford Nobel Prize
winner instead of me would be preferred.
MY
GOAL: I plan to give 1-2 online PowerPoint + audio sessions/week; 2
classroom sessions a week (during assigned class time) for questions (including
help on difficult problems), nailing concepts, and quizzes (which are followed
instantly with solutions – from experience, this works; quizzes also serve as a
motivator to encourage students to strive for deeper understanding); 2 midterms
and a final. The quizzes, and exams will help me determine if this is
working; student evaluations will be especially interesting. My
biggest fear is that they will tell me “I never slept so well as I have this
semester (thanks to my online lectures)”.
FACT:
preparing the online PowerPoints + Recording/Editing them takes an outrageous
amount of time (I’m using ‘Tegrity’). I’m two lecture ahead the first
week of classes (unfortunately, leaving town for a few days).
What
would help: an undergraduate helper.
It has to be a physics major (to my knowledge, all
our grad students are RAs or TAs).
-----------------------------------------------------
THE
NYT ARTICLE: What’s going on + $$ interests: http://www.nytimes.com/2013/01/07/education/massive-open-online-courses-prove-popular-if-not-lucrative-yet.html?pagewanted=1&src=recg
--------------------------------------------
The
URL below shows that there is significant interest in this format at all levels
(note Gates Foundation support).
The
common combination is “lectures” viewed out of class, e.g., with a high quality
MOOC (massive open online
course) + 1 or 2 sessions/week for questions, quizzes, etc.
Here
are some more urls of what is happening in the MOOC area (some of these I sent
earlier):
New
York Times article (which contains those below) – it looks realistically at the
trends:
this may be repetitive: http://www.nytimes.com/pages/education/edlife/index.html?ref=education
December 21, 2012
Subject: RE: Announcing new edX courses for Spring 2013
Sent: December 20, 2012
Subject: source code -- EdX
EdX, the massive open online course (MOOC)
consortium started by MIT and Harvard, has released its full source code, a
decision the backers hope will accelerate advances to the platform.
December
16, 2012
To get started, here are some opinions:
Consider something like a hybrid-blended-flipped class that
meets the needs of typical students– in the sciences that means in addition to
online lectures: rigorous face–to–face
meetings dedicated to questions, quizzes and exams. MOOCs potentially would have top notch
presentations as opposed to what I am generating (Even I start yawning when I
watch them!) I’m making a series of short lectures because I cannot find
a MOOC at the junior senior level of Electrodynamics. If I could find
such, I would abandon my attempts to fill in this need. Another possible
course would be an Honors Physics (usually a 2 semester course at the
freshman/sophomore level). There are possible MOOCs for such a course.
Second, the motivation for my personal involvement is the
observation of a continued decline in student ability to participate in,
benefit from, and appreciate standard lectures. Even at the advanced
undergraduate level, there are difficulties. As I have mentioned before,
I have covered material, given an example problem that actually was an example
in their text and had been assigned reading. Following the example
presented in class, I have given them a pop-quiz asking them to repeat the same
problem – open notes. Very few are able to do so. They are not
paying attention and obviously are not taking notes in class or taking notes
while they read their text!
Third, the production of new online material OR even
adoption of existing material (e.g., edX, Carnegie Mellon, Coursera,
Canvas.net, MIT OpenCourseWare, etc.) needs support and resources.
The latter would be easier and (one more time) many of the online materials
involve extremely talented instructors. One major difficulty is the
scarcity of mainline courses; a counter example: one course being offered
was “how to prepare to run a marathon” [Having run a dozen or so
marathons (many years ago), the answer is: “everyday run your butt off”].
Thus, instructors who want to go this route may have to generate the online
component themselves.
Fourth, the resources needed include: released time
to generate the materials needed; where needed, assistance in production of
recorded material (this is touchy – there are many aspects of this, depending
on the learning goals – existing resources may not relate); for large
classes the face-to-face components would need well trained T.A.s to allow
small class size ( 24?); more?
Fifth, are there any realistic sources of funds to seek to
pursue these efforts?
Gates is already supporting some efforts but unlikely for the
‘commoner’.
http://www.gatesfoundation.org/press-releases/Pages/breakthrough-learning-models-120619.aspx
Tom